revistadepedagogia.org...3 Índice Presentación 6 Introduction 8 José Antonio Ibáñez-Martín...

La misión de las revistas de investigaciónen el mundo educativo

The mission of research journalsin the world of education

Ed. José Antonio Ibáñez-Martín

Primera edición: noviembre de 2019.

Reservados todos los derechos de esta edición para:

© Funciva EdicionesCalle Almansa, 10128040 Madridwww.revistadepedagogia.org

ISBN: 978-84-17450-64-9

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ÍndicePresentación 6Introduction 8

José Antonio Ibáñez-Martín

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La revista española de pedagogía y la dialéctica cuidado-métricaThe revista española de pedagogía and the dialectic between caring and metricsJosé Antonio Ibáñez-Martínrevista española de pedagogía (2019), 77 (274), 573-582

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American Journal of Education: retos y oportunidades en las ciencias translacionales y la zona gris de la publicación académica The American Journal of Education: challenges and opportunities in translational science and the grey area of academic publishingGerald LeTendre, Eric McGinnis, Dana Mitra, Rachel Montgomery y Andrew Pendolarevista española de pedagogía (2018), 76 (271), 413-436

Revistas de investigación educativa: una visión parcial desde el Reino UnidoEducational research journals: a partial view from the UKWilliam Baker y Mark Connollyrevista española de pedagogía (2018), 76 (271), 437-448

Métodos cuantitativos para el registro de procesos y contextos en la in-vestigación educativaQuantitative methods for capturing processes and contexts in educatio-nal researchLars-Erik Malmbergrevista española de pedagogía (2018), 76 (271), 449-462

Las trampas de las publicaciones académicasThe academic publishing trapImanol Ordorikarevista española de pedagogía (2018), 76 (271), 463-480

Comunicar: calidad, visibilización e impactoComunicar: quality, visibility and impactM. Amor Pérez-Rodríguez, Rosa García-Ruiz e Ignacio Aguadedrevista española de pedagogía (2018), 76 (271), 481-499

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De la edición impresa a la digital: la radical transformación de las revis-tas científicas en ciencias socialesFrom print to digital publishing: the radical transformation of scientific journals in the social sciencesMarta Ruiz-Corbellarevista española de pedagogía (2018), 76 (271), 499-518

Las revistas científicas en educación y el contexto académico-adminis-trativo. Algunas propuestas de cambioScientific journals in education and the academic-administrative con-text. Some proposals for changeJosé-Luis Gaviriarevista española de pedagogía (2018), 76 (271), 519-540

Las revistas de investigación como humus de la ciencia, donde crece el saberResearch journals as the topsoil where scientific knowledge growsJosé Antonio Ibáñez-Martínrevista española de pedagogía (2018), 76 (271), 541-554

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El futuro de las revistas científicas en la sociedad tecnológicaJosé Antonio Ibáñez-MartínEdetania (2017), 50, 93-97

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El reto de publicar una revista de investigación: una reflexión personalJosé Antonio Ibáñez-MartínEl Guiniguada (2014), 23, 15-18

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Nuevos horizontes para la revista española de pedagogíaJosé Antonio Ibáñez-Martínrevista española de pedagogía (2016), 74 (264), 383-387

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Nueva andadura de la revista española de pedagogía en el marco de la investigación pedagógicaJosé Antonio Ibáñez-Martínrevista española de pedagogía (2014), 72 (259), 569-575

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De nobis ipsis loquor: la revista española de pedagogía y la preocupa-ción por la excelenciaJosé Antonio Ibáñez-Martínrevista española de pedagogía (2014), 72 (257), 177-186

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Las revistas científicas y el esfuerzo por la globalizaciónJosé Antonio Ibáñez-Martínrevista española de pedagogía (2013), 71 (254), 155-161

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El camino hacia bases de datos científicas interculturalesJosé Antonio Ibáñez-Martínrevista española de pedagogía (2011), 69 (250), 573-576

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La presencia de las ciencias sociales españolas en el Journal Citation Reports. Social Sciences EditionJosé Antonio Ibáñez-Martínrevista española de pedagogía (2011), 69 (248), 167-170

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El reconocimiento internacional de la calidad de las ciencias sociales españolasJosé Antonio Ibáñez-Martínrevista española de pedagogía (2010), 68 (245), 171-176

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PresentaciónEn unos versos, tantas veces admirados por los amantes de la lectura, Quevedo

decía:

“Retirado en la paz de estos desiertos, con pocos, pero doctos libros juntos,

vivo en conversación con los difuntos, y escucho con mis ojos a los muertos”

(Soneto DesDe La Torre).

El mensaje que nos transmite Quevedo es evidente: cuando tenemos paz y de-seamos alcanzar la sabiduría, se trata de acudir a los libros relevantes, aquellos que han sobrepasado la prueba del tiempo, y mantener en la lectura una actitud reflexi-va, que lleve a profundizar en las ideas que leemos y mantener con ellas un diálogo de asentimiento o de crítica.

Este mensaje, sustancialmente permanece vigente. Pero la velocidad de la época actual, ha llevado a que no podamos esperar a alcanzar el saber, a avanzar en el conocimiento científico, gracias a la lectura de libros que sepamos que son doctos porque han sobrepasado la prueba del tiempo.

Por ello, el siglo xix vio el surgimiento de las revistas científicas, donde comenza-ron a aparecer importantes aportaciones al desarrollo del saber. Y ese comienzo, en el último cuarto de siglo, se ha hecho tan relevante que suele ser frecuente valorar a los científicos más por sus aportaciones publicadas en revistas de prestigio, que por libros, de más difícil acceso y de mayor lentitud en su aparición.

Cualquiera que conozca algo mi biografía, sabe que soy un apasionado de las revistas científicas del quehacer educativo. A la revista española de pedagogía he dedicado muchas horas a lo largo de décadas, luchando siempre por ofrecer un producto cuidado, tanto en su presentación como en la calidad de los trabajos pu-blicados. Esta es una tarea con importantes elementos negativos y no solo porque se invierten en ella muchas horas, que dejan de dedicarse a la investigación propia, sino también porque se ganan pocos amigos (es raro el autor que agradezca su tra-bajo al director de una revista), se consiguen algunos enemigos y bastantes enfados, especialmente dolorosos cuando se trata de amigos. Pero es una tarea que también tiene grandes elementos positivos como cuando uno comprueba el reconocimiento conseguido por la revista, manifestado por su inclusión en las principales bases

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de datos mundiales (como JCR o Scopus, entre otras muchas) en las que la pre-sencia de revistas españolas es tan escasa, o cuando se contabiliza el abundante número de artículos que llegan a nuestra redacción, expresión de la importan-cia concedida a la revista por numerosos autores, de muy distintos países. Son momentos en los que se siente la satisfacción de la obra bien hecha, de la que nos hablaba Eugenio d’Ors.

En este ebook recojo dos grupos de aportaciones diversas. Uno está constituido por los artículos que publiqué en el número 271 de la revista española de peda-gogía con motivo del Simposio internacional que organicé en conmemoración del 75 aniversario de la creación de la revista, al que acudieron directores de grandes revistas de investigación pedagógica, tanto españoles como estadounidenses, ingle-ses y mexicanos.

El segundo grupo de aportaciones es un conjunto de reflexiones, que he ido pu-blicando en diversas revistas entre el 2011 y el 2019, sobre la situación y las ca-racterísticas principales de las revistas de investigación educativa especialmente relacionadas con la realidad española, o, más concretamente, con el desarrollo de la revista española de pedagogía. Es obvio que los datos que aparecen en alguno de los capítulos de este ebook se refieren a la que ocurría en el momento de su publi-cación. Por ello, todos los capítulos de esta obra incorporan sus datos bibliográficos originarios, que son los que deben citarse si se desea hacer una referencia escrita a tales trabajos.

Confío en que algunos de los temas que aparecen en este ebook —publicado tanto en español como en inglés, cuando los trabajos se publicaron también en la lengua de Shakespeare— sean de interés para los lectores.

José Antonio Ibáñez-MartínDirector de la revista española de pedagogía

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IntroductionIn lines, often admired by lovers of literature, the Spanish poet Francisco de Que-

vedo wrote:

“Withdrawn in the peace of these deserts, with few, but learned books collected,

I live in conversation with the dead, and with my eyes listen to the departed”

(Sonnet From the tower).

Quevedo’s message is clear: when we have peace and quiet and we want to attain wisdom, we should turn to the important books, the ones that have stood the test of time, and we should reflect as we read, an attitude that leads us to consider in depth the ideas we read, and enter into a dialogue of assent or criticism with them.

This message is still largely true. However, the speed of the current era has meant that we cannot wait to achieve knowledge and advance in scientific understanding by reading books we know are learnt because they have stood the test of time.

Consequently, the 19th century saw the rise of scientific journals, where signifi-cant contributions to the development of knowledge started to appear. And, over the last quarter of a century, these journals have become so important that academics are often judged more on the basis of the works they publish in prestigious journals than in books, which are harder to access and take longer to appear.

Anyone who knows anything about my biography will know that I am a passio-nate advocate of academic journals in the field of education. Over the decades, I have dedicated much time to the revista española de pedagogía, always striving to offer a product in which careful attention is given to presentation and the quality of the works published. This undertaking has significant negative elements, not just because many hours must be spent on it, hours that cannot be dedicated to one’s own research, but also because one makes few friends (it is rare for an author to thank the director of a journal for his or her work),makes some enemies and annoys more than a few people, something which is especially painful when these people are friends. But it is also a task with significant positive elements, like when one sees the recognition achieved by the journal, illustrated by its inclusion in the world’s principal databases (such as JCR or Scopus, among many others), in which there are so few Spanish journals, or when calculating the large number of articles that come

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to our editorial office, an expression of the importance given to the journal by many authors from very different countries. These are moments in which one can enjoy the satisfaction of a job well done, which the Spanish writer Eugenio d’Ors discussed.

In this eBook, I collect two groups of different contributions. One comprises the articles published in issue 271 of the revista española de pedagogía on the occa-sion of the international symposium I organised to mark the 75th anniversary of the founding of the journal, which was attended by the directors of major pedagogical research journals, from Spain, the USA, the United Kingdom and Mexico, among other countries.

The second set of contributions is a number of pieces that I published in various journals between 2011 and 2019, reflecting on the situation and principal charac-teristics of educational research journals, especially in regards to the situation in Spain, and, more specifically, the development of the revista española de pedago-gía. Obviously, some of the information in some of the chapters of this eBook refers to what was happening in the world at the time of their publication. Therefore, all of the chapters in this work include their original bibliographic details, which should be cited when making written reference to these works.

I hope that some of the topics that appear in this eBook — published in English as well as Spanish when the works were also published in the language of Shakespeare — will be of interest to readers.

José Antonio Ibáñez-MartínDirector of revista española de pedagogía

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La revista española de pedagogía y la dialéctica cuidado-métrica

Madrid tiene un mes de julio muy calu-roso. Cansado de la temperatura, decidí, a principios de mes, seguir el ejemplo de Fe-lipe V, que hace trescientos años compró a los monjes jerónimos del Monasterio de El Parral una granja situada en la vertiente norte de la Sierra de Guadarrama, a unos ochenta kilómetros de Madrid, que en 1477 les había donado los Reyes Católicos. La razón de la compra era clara: Felipe V co-nocía el sitio porque había ido a cazar con frecuencia en la zona y había comprobado que, en los meses de verano, disponía de un aire fresco muy agradable. Siguiendo el real ejemplo, me fui a pasar un domingo, con unos amigos, a La Granja de San Idelfonso, dispuestos también a darnos una vuelta por sus famosos jardines y por el Palacio Real. El día fue refrescante e ilustrativo. En efec-to, decidimos sumarnos a un recorrido en el Palacio dirigidos por una guía, que pro-porcionaba explicaciones muy interesantes y detalladas. De todas ellas, me llamó la atención una cuestión secundaria, que se-ñaló cuando nos explicó la extraordinaria

colección de tapices flamencos realizados en honor del rey Carlos I. La guía explicó que los tapices exigían la colaboración de cuatro tipos de personas. Primero había que con-seguir un buen artista que pintara un cua-dro sobre el asunto deseado. En el caso de que el pintor no fuera también cartonista (como fue Goya), se encontraba, a continua-ción, el cartonista, que adecuaba el cuadro en un cartón al tamaño del futuro tapiz. En tercer lugar, estaba quien seleccionaba los hilos según calidades y colores pertinentes. Por último, estaban los artesanos, que lle-vaban al telar los dibujos y los hilos, para lo que necesitaban un entrenamiento de tres años, excepto para los rostros, que exigían una más larga preparación, y que en su ma-yoría eran mujeres, pues tienen las manos más finas que los varones, y tienen también mayor paciencia.

Nuestra guía no nos dijo lo que aparece en otros escritos sobre la técnica del tapiz, que subrayan la importancia de la figura del Tapicero, que era quien realizaba una inversión grande de dinero, de personas y de tiempo, que debía culminar en conseguir

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vender un producto, indudable signo de dis-tinción, pero muy caro en su realización.

Este proceso muestra la complejidad de la tarea de hacer tapices, pues no basta con tener dinero, sino que es preciso saber orquestar a personas con distintas dotes, pero siempre de alta calidad y de ideas a veces no coincidentes sobre el trabajo que llevan entre manos.

Todo esto me llevó a pensar en la ana-logía que existe entre la realización de un buen tapiz y la confección de una buena revista científica.

En efecto, cabría decir que quien hace el papel del pintor en una revista es el autor, de forma que parecería que lo más impor-tante sería tener autores de calidad. Pero la confección de tapices nos enseña que, sin grandes cartonistas, los resultados pueden ser muy mediocres. El cartonista es el equi-po de dirección de la revista y los evaluado-res. En efecto, el equipo de dirección tiene que señalar tanto las grandes líneas de la política editorial como los concretos detalles de la presentación de los trabajos, que de-ben ser públicamente conocidos, del mismo modo que los evaluadores deben examinar si los trabajos presentados responden tanto a esas grandes líneas como a las exigencias de la calidad de los trabajos, en el horizon-te de la discusión científica internacional del momento, del mismo modo que, en la situación actual, deben garantizar que nos encontramos ante un artículo que cumple las exigencias éticas pertinentes.

En tercer lugar, se encuentra la secre-taría de la revista, que si en un tapiz son

quienes seleccionan los hilos y colores, en una revista se preocupa de numerosas cuestiones, como conseguir que los gráfi-cos y cuadros sean legibles, que la redac-ción en español y en inglés sea inteligible, que no haya erratas, que se cumplan los plazos para la edición de la revista etc.

Por último, se encontraban los arte-sanos, que en la revista son todos los que trabajan en la imprenta y en la encuader-nación.

Conjuntar el trabajo de tantas personas exige un cuidado grande por parte del equi-po de dirección, cuidado que obliga a saber decir que no a muchos autores, conocer las políticas editoriales del momento, introdu-ciendo los cambios que mejoran la calidad, elegir los evaluadores que sean capaces de dedicar, gratuitamente, su tiempo a evaluar el trabajo de otros, no solo acertando en su último juicio, sino también sabiendo propo-ner cambios que eviten los errores de los au-tores, nombrar para la secretaría a personas con dotes especiales para conseguir unos textos perfectos, y escoger para la imprenta a empresas que cumplan con diligencia sus tareas. Podría contar multitud de experien-cias que me han obligado no solo a rechazar artículos originales, sino a dar de baja a eva-luadores, cambiar miembros de la secretaría o dejar de trabajar con una imprenta. Peroesas experiencias tienen relativo interés: son manifestaciones del cuidado que debe tener la dirección de una revista.

Ahora bien, hasta el momento he seña-lado lo que escuché a la guía que enseñaba los tapices del Palacio de La Granja, pero luego he dicho que no podía olvidarse la

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figura del Tapicero, de quien tiene la res-ponsabilidad económica de la empresa, y aquí nos encontramos con una discusión actual de gran calado, en las que el Tapi-cero-Editor tiene especial responsabilidad.

En efecto, no podemos olvidar que la lla-mada sociedad del bienestar tiende a facili-tar una mentalidad del gratis total, contra lo que afirmaban los ingleses de que there is no free lunch, y lo que decían los franceses de que la gratuité n’est pas gratuite. Publi-car una revista, aunque solo sea en Inter-net, cuesta bastante dinero, a pesar de que no pocos de quienes colaboran —y hablo desde el director a los autores— pueden no cobrar. ¿Quién pone el dinero? La tradición siempre fue que las grandes revistas no pa-gaban a los autores, y que los costos de la edición recaían sobre los suscriptores o sobre los compradores ocasionales de algún núme-ro o algún artículo de sus números. Pero los vientos actuales son tormentosos, tanto por la mentalidad del gratis total, que lleva a algunos a reivindicar que las revistas de-bieran estar gratis en Internet, como por la internacionalización de las métricas, que ha llevado a determinar la importancia de una revista según las citas que recibe al año de su publicación —el llamado factor de impacto— especialmente si provienen de revistas de su misma calidad. A su vez, esa misma interna-cionalización, ha llevado a exigir a los pro-fesores a que publiquen en las revistas con mayor factor de impacto y a que no pocas na-ciones o instituciones consideren a touch of distinction que sus miembros aparezcan en tales revistas: no han sido pocas las ofertas que he recibido de distintos países asiáticos ofreciendo cantidades no pequeñas de dinero por cada artículo que publicara de sus miem-

bros, ofertas a las que nunca he respondido. En medio de esta tormenta, han aparecido numerosas revistas —calificadas hoy como depredadoras, si no están muy avaladas por criterios relevantes de calidad— que solo se editan en Internet, y que te ofrecen publi-car en ellas —o incluso, ser el editor de un número monográfico, si han visto que lo has sido de una revista relevante— por lo que te cobran una suma de dinero.

Todo esto ha conducido a una confusión no pequeña. El problema básico, como dije, es doble: por una parte, se trata de decidir quién debe pagar, y por otro lado, se trata de analizar los nuevos criterios de calidad, que no siempre son completamente acertados.

Antes era claro que debía pagar el lec-tor. Ahora, la nueva mentalidad, así como el crecimiento del deseo de reconocimiento que lleva consigo la aparición en una revis-ta de prestigio, tanto para el autor como para el grupo del que forma parte, ha lle-vado a que los costos, con una cierta fre-cuencia, recaigan sobre los autores o sobre las instituciones interesadas.

Por su parte, los nuevos criterios de calidad están en continua efervescencia, pues la métrica realmente tiene unos vein-te años, y la lucha por imponer ciertos pa-rámetros que defienden bases de datos di-versas es una guerra sin cuartel, en la que cada día aparece un frente nuevo.

No pretendo exponer the one best system. La vida es suficientemente compleja como para moverte a comprender las posiciones de quienes no piensan como tú, y a no pre-tender que nadie crea que tus ideas son las

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mejores, sin ningún género de dudas. Pero sí quiero proponer algunos razonamientos que se encuentran en la base de la posición ac-tual de la revista española de pedagogía.

En primer lugar, no estoy de acuerdo con la mentalidad del gratis total. Todo lo que implica un esfuerzo humano es razo-nable que se reciba con una respuesta de agradecimiento por parte del receptor, lo que, con frecuencia, tendrá una traducción económica. Eso significa que pienso que es un error pretender que los costos de una revista recaigan sobre los autores de los ar-tículos. Bien sé que hay revistas que cobran al autor por página publicada, como las hay que obligan al autor a comprar un elevado número de copias del número donde han publicado. Lamento decir que no me pare-ce una práctica acertada, aunque esta posi-ción obligue a seguir manteniendo precios de suscripción a la revista impresa, y a que los textos publicados en Internet exijan un cierto abono a quienes desean leerlos.

Naturalmente, ello no significa que todo lo que aparezca en Internet deba ser objeto de pago. Es lógico que la ilimitada sabidu-ría que hemos heredado —siendo enanos en los hombros de gigantes— sea puesta a disposición de la humanidad, con cargo a la preocupación cultural, que debe ser un objetivo básico para el uso de los impuestos fiscales. Por otra parte, las grandes bases de datos hoy llegan a acuerdos con diversas revistas, de modo que dan publicidad a sus textos desde su aparición o tras un tiempo de embargo, para lo que abonan una mo-desta cantidad a las revistas y cobran canti-dades relevantes a las instituciones que se suscriben a su servicio. Pero, dejando a un

lado estas experiencias, ¿cuál es la práctica que se sigue hoy día? Pues bien, es preciso reconocer que hoy el número de revistas se cuenta por millares y que las prácticas se-guidas son muy variadas. Por ello me pare-ce apropiado dar algunos datos de las cien primeras revistas que están en el Journal Citation Reports (JCR), en su base de datos de revistas dedicadas a Education and Edu-cational Research. De ellas, 74 cobran por leer un artículo —lo que cuesta una media de unos 37 dólares— y de los 26 restantes solo 17 siguen un sistema sencillo de acce-so abierto. Me parece que la conclusión es clara: entre las grandes revistas, una im-portante mayoría a quienes cobran es a los lectores y no a los autores. Evidentemente, las estadísticas se pueden hacer de muchas maneras, porque no es lo mismo una re-vista de ciencias de la naturaleza que otra de ciencias sociales. Es indudable que las revistas de Internet que solo son de Open Access, en el ámbito de las ciencias de la naturaleza, tienden a cobrar cantidades re-levantes a los autores, como es el caso de la editorial Springer, que edita 1966 revistas de tales características, cobrando una me-dia de 2300 euros por artículo. Ello ha con-ducido a que la Declaración de San Fran-cisco sobre la evaluación de la investigación (DORA), documento que se proclamó en una reunión de la American Society for Cell Biology, del 16 de diciembre de 2012, y que ha sido firmada hasta el día de hoy por 1530 organizaciones y por 14 690 científicos, in-sista, como tesis fundamental, en que para evaluar la calidad de la producción cientí-fica es necesario «evaluar la investigación por sus propios méritos en lugar de basarse en la revista en la que se publica la inves-tigación», a la vez que insiste en reducir

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«profundamente el énfasis en el factor de impacto como herramienta promocional, idealmente dejando de promover su uso o presentando la métrica en el contexto de una variedad de métricas basadas en re-vistas (por ejemplo, factor de impacto de 5 años, Eigen Factor, h-index, tiempo edito-rial y de publicación, etc.) que proporcionan una visión más amplia de la revista».

Podemos observar en este texto que se cruzan, de algún modo, los dos problemas básicos que citamos: quién debe pagar la publicación de los nuevos conocimientos científicos y qué juicio merecen los nuevos criterios de calidad. Recordemos que no pretendo ofrecer un completo tratado que analice ambas cuestiones, sino presentar algunas argumentaciones sobre ellas, expo-niendo algunos datos actuales de la revista española de pedagogía. Brevemente diré que, basándonos en los argumentos expues-tos, consideramos que es el lector quien tiene la primera responsabilidad en el sos-tenimiento económico de la revista. De ahí que los suscriptores de la versión impresa en español y los de la versión bilingüe que aparece en Internet hayan de abonar unas cantidades, sin perjuicio de que la versión en Internet tenga un embargo solamente de un año, durante el que los lectores pueden descargar estos artículos embargados al mo-derado precio de 12 euros. A su vez, nada se cobra por publicar, ni en la versión impresa ni en la versión por Internet. Ahora bien, el cuidado por la calidad de los textos que debe tener la dirección de la revista llevó a que no aceptemos versiones inglesas de quienes no tienen el inglés como lengua materna. Por ello, exigimos que los textos sean traducidos al inglés por un traductor jurado, habiendo

llegado a un acuerdo con una compañía, que cobra directamente a los autores una can-tidad fija, abonando la revista lo que falte para cubrir la totalidad de la factura.

Pasemos a la segunda cuestión, relacio-nada con el surgir de las métricas y los nue-vos criterios de calidad. Me parece que no de-bemos tocar este asunto sin recordar los dos criterios de calidad que hace tiempo tenían primacía, que eran el juicio de los expertos y el número de lectores que estaban suscritos a la revista, interesados en conocer el avance de las ciencias a través de ella. Por supuesto, había en estos criterios elementos de subje-tividad, pero no dejaban de mostrar el atrac-tivo público que una revista tenía. Hoy las cosas han cambiado y hace años que no leo estadística alguna sobre el juicio de expertos acerca de las revistas. Sin embargo, me pare-ce que cabe ofrecer ciertos datos muy objeti-vos que están relacionados con las prácticas anteriores. En vez de los expertos, podemos acudir al número de autores que desean pu-blicar en una revista. Pues bien, durante el 2018, recibimos 188 originales y se publica-ron 24 artículos, lo que significa el 12.8 % de lo recibido. Este dato, aparte de hacer notar que el trabajo editorial ha sido considerable, muestra que la aceptación de la revista en-tre los investigadores es muy amplia, pues acuden muchos a una publicación que, al moverse en el límite de 600 páginas al año, es obvio que solo puede publicar un limitado número de trabajos, siempre de alta calidad.

Por su parte, el número de suscriptores puede sustituirse, análogamente, por el nú-mero de quienes se interesan en Internet por la revista y por el número de quienes allí descargan alguno de sus artículos. Esos

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números no es posible conocerlos con exac-titud pues sería preciso acudir a muchos re-positorios para conocerlos. Nos limitaremos, por ello, a dos tipos de datos: los proporcio-nados por Google Analytics, correspondien-tes al 2018, y los comunicados por JSTOR. La primera dice que la revista española de pedagogía tuvo, en el año 2018, 81 505 usuarios, que vivían en 144 países distintos. Naturalmente, desde la mayoría de los paí-ses —112— no se llegó a tener 100 usuarios, mientras que España y México tuvieron más de 20 000, y, entre 1000 y 10 000 se encon-traban en Colombia, Argentina, República Dominicana, Venezuela y Guatemala.

Por su parte, JSTOR, que nos distin-guió hace años con su ofrecimiento para que fuéramos la primera revista de edu-cación escrita originariamente en español que figurara en sus archivos —que se ca-racterizan por acumular todos los origina-les, desde su fundación, de las 2700 revistas que contienen, y a los que están suscritos 11 343 instituciones, que se encuentran en 178 países— nos ha comunicado que en el 2018 tuvimos 22 630 lectores, que descar-garon 9006 artículos.

A estas estadísticas, cabría sumar las de otras instituciones, pero me parecen ya suficientes para mostrar la importante consideración que la revista española de pedagogía tiene ante un público real-mente numeroso.

Por último, es preciso mencionar la po-sición que hoy tiene la revista en las dos principales bases de datos internacionales que siguen diversas métricas actuales. Ya he advertido que el culto actual de las mé-

tricas es discutido por muchos. Ahora bien, entiendo que sería un error abandonar ese escenario, por lo que acepté, sin duda algu-na, cuando en el 2005 recibí el ofrecimiento del JCR de ser la primera revista en español que figurara en el apartado de Education and Educational Research, donde ahora estamos seis revistas españolas, así como igualmente acepté la propuesta que reci-bí, algo más tarde, de Scopus, para formar parte de su grupo de revistas de educación, donde actualmente nos encontramos 35 re-vistas españolas, de las que 9 solo aparecen en lengua inglesa.

Los resultados publicados el 20 de junio de 2019 por JCR no pueden ser más alenta-dores para la revista. En efecto, se ha pasa-do de tener un factor de impacto de 0.547 el año anterior, a alcanzar el 0.863, lo que se ha traducido en que hemos subido 21 puestos en relación con el lugar que ocupábamos el pasado año. Por el contrario, la situación de nuestra revista, en los datos proporcionados por Scopus el 31 de mayo de 2019, ha sido sorprendente: el año pasado ocupábamos, en su lista nacional, el puesto 14 y este año nos encontramos en el número 24, mientras que en su lista internacional hemos pasado del puesto 631, el pasado año, al 599 en este año.

Obviamente, la contradictoriedad de es-tos números, en la métrica del mismo año proporcionada por la misma compañía, es algo desconcertante, por mucho que sus au-tores tengan sus razones. En última instan-cia, estos datos me reafirman en mi idea de que, en esa dialéctica entre el cuidado que se descubre en una revista y la atención a los datos proporcionados por las métricas, de-ben producir más confianza las revistas que

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se ven cuidadas. Me parece que no se pueden olvidar las métricas, pero seguiríamos una política equivocada si las deificáramos.


The revista española de pedagogía and the dialectic between caring and metrics

The month of July was very hot in Madrid. Tired of the heat, I decided, at the beginning of the month, to follow the example of King Philip V, who 300 years ago bought a farm from the Hieronymite monks of El Parral Monastery, situated on the north side of the Sierra de Guada-rrama, around eighty kilometres from Ma-drid, which had originally been donated by the Catholic Kings in 1477. The reason for this purchase was clear: Philip V knew the site because he had often hunted in the area and noticed that, during the summer months, the air was fresh and very plea-sant.

Following in these royal footsteps, I went to La Granja de San Ildefonso one Sunday with some friends, who also wan-ted to explore its famous gardens and the Royal Palace. The day was both refreshing and enlightening. We decided to join a tour of the Palace, led by a guide who told us

some very interesting and detailed infor-mation. Out of everything we heard, it was a secondary topic that caught my atten-tion, which was mentioned during an ex-planation of the extraordinary collection of Flemish tapestries made in honour of King Charles I. The guide explained that ma-king the tapestries required the collabora-tion of four different kinds of people. First, a talented artist had to be commissioned to create a painting on the desired subject. If the artist was not also a cartoonist (as was the case of Goya), a separate cartoonist was appointed to adapt the painting into a cartoon the size of the future tapestry. Thirdly, there were the people who selec-ted the threads according to their quality and colour. Finally, there were the wea-vers, who took the cartoons and thread to a loom. In order to successfully weave tapes-tries, they needed to be trained for three years, except for creating the faces, which required more extensive training. The ma-jority of the weavers were women as they had more delicate hands than the men, as well as being more patient.

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Our guide did not tell us some of the information which appears in other texts on tapestry-making techniques, which un-derlines the importance of the Upholste-rer who invested a large amount of money, manpower and time and had to ensure that it culminated in the sale of a product, that it was, undoubtedly, an honour but also an extremely expensive practice.

This process shows the complexity of making tapestries, as money alone is not enough; it is essential to know how to coordinate people with different talents, always of the highest quality and with ideas on the work to be carried out that, at times, do not coincide with each other’s.

All of this made me think about the si-milarities between creating a beautiful ta-pestry and crafting a successful scientific journal.

Indeed, one could say that the person who takes on the role of artist is equiva-lent to an author of a journal, in such a way that it would seem the most important thing is to have quality authors. Howe-ver, the creation of tapestries teaches us that without great cartoonists, the results could be mediocre at best. The cartoonist is equivalent to the editors of a journal, as well as its evaluators. The editors have to identify both the broad guidelines found in editorial policies and specific details on presenting works, which should be made public knowledge. Similarly, the evalua-tors have to determine whether the wor-ks presented sufficiently respect both the guidelines and quality requirements, wi-thin the scope of the international scien-tific discussion at that time. Equally, in

the current climate, the evaluators must guarantee that readers are presented with an article that complies with the applica-ble ethical requirements.

Thirdly, there are the publication as-sistants of a journal, who, if comparable to the people who select the threads and co-lours for a tapestry, are concerned with a number of issues when making a journal, such as ensuring diagrams and tables are legible, that both the Spanish and English versions of a text are intelligible, that the-re aren’t any spelling mistakes, that the deadlines for publishing the journal are met, etc.

Finally, there are the weavers, who in a journal are those who work in printing and binding.

Combining the work of so many peo-ple requires great attention-to-detail on the part of the editors, detail that requi-res them to know how to say no to many authors, know the editorial policies of the time, introduce changes to improve the quality of the journal, select evaluators that are able to voluntarily dedicate their time to evaluating the work of others, not only in terms of making the right final ju-dgement but also in terms of knowing how to suggest changes that prevent errors made by the authors. The editors also have to appoint people with special skills to be new production assistants in order to achieve perfect texts and choose com-panies to print the journal that diligent-ly carry out their work. I could describe a whole host of situations that have requi-red me to not only reject original articles but also dismiss evaluators, change publi-

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cation assistants or stop working with a printing company. But these experiences are of relative interest: they are examples of the attention-to-detail needed from tho-se managing a journal.

I have so far explained what I heard from the guide who showed us the tapes-tries in the La Granja Palace and I have said that the figure of the Upholsterer, who is responsible for the company finan-ces, should not be forgotten. Here we find a topic which is being heavily debated at the moment and in which the Upholsterer, or Editor, has a special responsibility.

Indeed, we cannot forget that the so-ca-lled “welfare society” tends to promote a “free of charge” mentality, despite the claim by the English that “there is no such thing as a free lunch”, and the French sa-ying that “la gratuité n’est pas gratuite”. Publishing a journal, even if only online, costs a fair amount of money, in spite of the fact that more than a few of the people who collaborate (and I speak to authors as an editor) do not necessarily charge. So, who provides the money? Tradition always was that major journals did not pay the authors, and that the costs of publication were passed on to the subscribers or those who occasionally bought an edition or arti-cle within an edition. But growing unease has now turned into uproar, both becau-se of the “free of charge” mentality that leads some to claim that online journals should be free, and because of the interna-tionalisation of metrics, which has led to a journal’s importance being defined by the number of times it is referenced during its first year of publication (the so called im-

pact factor) especially if referenced by jour-nals of a similar quality. In turn, this same internationalisation has led to requiring professors to publish in the journals with the biggest impact factor and more than a few nations or institutions think it gives them a “touch of distinction” to have their members appear in such journals: I have received many offers from various Asian countries offering large sums of money for each article published by one of their members, offers to which I have never res-ponded. While the storm has been raging on, a number of journals have appeared (currently considered predatory if they are not strongly supported by relevant quality criteria) that are only available online, and offer you the chance to publish your work (or even be the editor of a special issue, if they have seen that you have edited a lea-ding journal) for a sum of money.

All of this has led to more than a litt-le confusion. The basic problem, as I said, is twofold: on the one hand, deciding who should pay, and on the other, discussing new quality criteria, which are not always entirely appropriate.

Previously, it was clear that the reader should be the one to pay. Now, the new mentality, as well as the growing desire for recognition among authors and the groups they are part of, which promises the oppor-tunity to feature in a prestigious journal, has led to the authors or institutions con-cerned to more often than not be the ones landed with the costs.

On the other hand, the new quality crite-ria are in a constant state of effervescence as

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metrics are in reality around twenty years old, and the fight to impose certain parame-ters that defend various databases is now an all-out war in which a new front appears every day.

I don’t intend to outline “the one best system”. Life is sufficiently complica-ted to feel moved to understanding the viewpoints of those who do not think like you, and to not expect anyone to think your ideas are the best, without question. But what I do want to do is propose some kind of rationale based on the current po-sition of the revista española de peda-gogía.

Firstly, I should mention that I do not agree with the “free of charge” mentali-ty. It is reasonable to expect the recipients of anything which requires human effort to show gratitude, which often translates into monetary recognition. Consequently, I think that it is wrong to expect the au-thors of the articles to cover the costs of making the journal. I am well aware that there are journals which charge the author for every page published, just as there are some who expect the author to buy a large number of copies of the edition their work is published in. I regret to say that I don’t think this practice is appropriate, even if that means continuing to charge subscrip-tion fees for printed copies of the journal, and that online texts require anyone that wishes to read them to pay.

Naturally, that does not mean that everything on the Internet should be sub-ject to a fee. It is logical that the unlimited knowledge we have inherited (by standing

on the shoulders of giants) is made availa-ble to the world, carried forth by cultural interest, which must be a basic premise for imposing charges. On the other hand, large databases are now reaching agree-ments with a number of journals so that they advertise their texts as soon as they are published, or after an embargo period, for which they pay a small fee to the jour-nals and charge a significant amount to the institutions subscribing to their servi-ce. But, leaving these experiences to one side, which practice is followed at present? Well, we should note that there are now thousands of journals and a variety of practices followed. As a result, I feel it is appropriate to provide some information about the first 100 journals that appear in the Journal Citation Reports (JCR), in their database of journals dedicated to Education and Educational Research. Of these, 74 charge for reading an article (at an average cost of around 37 dollars) and, of the remaining 26, only 17 conti-nue to use a simple open access system. It seems that there is a clear conclusion: a significant number of major journals charge the readers and not the authors. Evidently, statistics can be calculated in a number of different ways, because a jour-nal on natural science is not the same as a journal on social science. It is undeniable that the online journals which are purely “Open Access”, within the field of natural science, tend to charge authors significant amounts, for example Springer, which edits 1966 open access journals, charges an average of 2300 euros per article. This has led the San Francisco Declaration on Research Assessment (DORA), a text

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which was called for during a meeting of the American Society for Cell Biology, on 16 December 2012, and that has, to date, been signed by 1530 organisations and 14,690 scientists to insist, as its underl-ying thesis, that in order to evaluate the quality of scientific production, it is neces-sary to “assess research on its own merits rather than on the basis of the journal in which the research is published”. It also insists on “greatly reduc[ing] emphasis on the journal impact factor as a promotional tool, ideally by ceasing to promote the im-pact factor or by presenting the metric in the context of a variety of journal-based metrics (e.g., 5-year impact factor, Eigen-Factor, h-index, editorial and publication times, etc.) that provide a richer view of journal performance.”

We can see in this text that there is a crossover, of some sorts, between the two basic problems referenced above: who should pay for publishing new scientific knowledge and how should the new qua-lity criteria be rated. As I said, I do not intend to provide a complete analysis of both questions, simply to propose some arguments relating to them by presenting some current data from the revista espa-ñola de pedagogía (rep). I will briefly mention that, based on current reasoning, we believe that it is the reader who has the primary responsibility of economica-lly sustaining a journal. Consequently, it is the subscribers of the printed Spanish copy of the journal, as well as those who subscribe to the online bilingual version, who should pay some kind of fee, in spite of the fact that the online version only has an embargo of one year, during which the

readers can download embargoed content at a modest price of 12 euros. In turn, the-re is no charge to authors for publication, neither for a printed copy nor the online version. However, the care that journal editors must take with regard to the qua-lity of texts means that we do not accept English versions of a text that have not been translated by a native speaker. We instead ask for texts to be translated into English by a sworn translator, having agreed with a company that they directly charge authors a set fee, with the journal covering the remaining costs.

We now turn to the second issue, rela-ted to the emergence of metrics and new quality criteria. It seems to me that we should not begin to discuss this topic wi-thout having first reminded ourselves of the two quality criteria that have taken precedence for a long time: expert opinion and the number of readers subscribed to the journal, interested in keeping up to date with scientific progress. Of course, there were elements of subjectivity within these criteria, but that did not stop them from demonstrating the public appeal of a particular journal. Today, things have changed and it is years since I have read any statistics relating to expert opinions on journals. However, I feel that some very objective data must be provided in relation to previous practices. Instead of experts, we could focus on the number of authors that wish to publish in a specific journal. Thus, during 2018, the rep recei-ved 188 original articles of which 24, or 12.8%, were published. These numbers, aside from highlighting the considerable amount of editorial work that goes into the journal, show that it is widely accep-

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ted among researchers, as many submit work despite the obvious knowledge that, with maximum 600 pages printed per year, only a limited number of texts are published, always of the highest quality.

Likewise, the number of subscribers can be substituted by the number of people ac-cessing the journal online, as well as those who go on to download some of its articles. It is, however, impossible to know exact figu-res as that would require access to a number of online repositories. We will therefore have to limit ourselves to two sources of data: Google Analytics, for the year 2018, and the data recorded by JSTOR. The first reveals that, in 2018, the revista española de pedagogía had 81,505 users living in 144 different countries. Naturally, the majority of countries (112) registered less than 100 users, while there were more than 20,000 in Spain and Mexico and between 1000 and 10,000 in Columbia, Argentina, the Domini-can Republic, Venezuela and Guatemala.

JSTOR, meanwhile, who a few years back honoured us with an offer to be the first Spanish language education journal to appear in its archives (characterised by ha-ving included, from its founding, every ori-ginal copy of the 2700 journals which it con-tains, and to which 11,343 institutions are currently subscribed from 178 countries) told us that in, 2018, we had 22,630 readers who downloaded 9006 articles.

Although these figures should be enhan-ced by statistics from other institutions, I think they already sufficiently demonstrate the significant interest that a great number of people have in the revista española de pedagogía.

Finally, we should mention the posi-tion that the journal currently holds in the two main international databases that follow several metrics currently in use. I have already warned that the current ob-session with metrics is disputed by many. However, I understand that it would be wrong to abandon them altogether, and so accepted without question when, back in 2005, I received an offer from JCR to be the first Spanish language journal to appear in the Education and Educational Research section, where we are now one of six Spanish journals. I equally accepted the later proposal by Scopus to be part of its group of education journals, which currently includes 35 Spanish journals, which 9 only appear in English.

The results published by the JCR on 20 June 2019 could not be more promi-sing for the journal. It has gone from an impact factor of 0.547 in 2018 to 0.863 in 2019, which translates to a 21-point rise in comparison to the position we occupied last year. On the other hand, the position of our journal in the data provided by Sco-pus on 31 May 2019 was very surprising: last year we were 14th in Spain while this year we have dropped to 24th and in the international list we have gone from 631 last year to 599 this year.

Obviously, the contradiction between these numbers, in the metric provided by the same company in the same year, is a little disconcerting, even if the authors do have their reasons. Ultimately, this data reinforces my opinion that, in this dialectic between the care that goes into and can be seen in a journal, and the at-tention paid to the data provided by me-

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trics, journals which are cared for should inspire more confidence. It seems to me that although we cannot forget metrics, we would be mistaken to follow a policy that deifies them.


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Capítulo 2

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American Journal of Education: retos y oportunidades en las ciencias translacionales

y la zona gris de la publicación académica*The American Journal of Education: challenges and opportunities in translational science and the grey area of academic publishing

**Dr. Gerald LeTendre. Catedrático. The Pennsylvania State University, EE.UU. ([email protected]).Eric McGinnis. Estudiante de doctorado. The Pennsylvania State University, EE.UU. ([email protected]).Dra. Dana Mitra. Catedrática. The Pennsylvania State University, EE.UU. ([email protected]).Rachel Montgomery. Estudiante de doctorado. The Pennsylvania State University, EE.UU. ([email protected]).Dr. Andrew Pendola. Profesor Asociado. Auburn University, EE.UU. ([email protected]).

Resumen:American Journal of Education (AJE) es

una de las once revistas más importantes en el campo de la educación y publica nuevos traba-jos de investigación en un amplio espectro de disciplinas educativas. Con sede en la Penn-sylvania State University, la revista trabaja con editores asociados de toda la nación y con un consejo asesor de académicos sénior. Tam-bién cuenta con un foro online (AJE Forum) gestionado por el consejo editorial estudiantil.

El mayor problema que afronta la revista es -

visada por pares para que llegue a un público amplio, incluidos gestores, responsables polí-ticos, reformadores y educadores. Dadas las limitaciones de los recursos universitarios, la revista ha explorado nuevas vías para difundir información sobre sus artículos a través de las redes sociales, y continúa evaluando la mejor

publicados en contextos académicos y políticos.

* El concepto de translational science ha surgido en el ámbito de la medicina estadounidense para referirse al

mejoren la salud o el bienestar de los individuos y de los pueblos. Una versión en español, más general, de esta de-translacionales (palabra no admitida en el diccionario) como aquellas que se

de problemas concretos (Nota del Editor).** Autores por orden alfabético.

American Journal of Education translacionales -ca | The American Journal of Education: challenges and opportunities in translational science and the grey area of academic. Revista Española de Pedagogía, 76

Gerald LETENDRE y otros

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Descriptores: publicación académica, edu-cación, redes sociales, ciencias translaciona-les, innovación.

Abstract:The American Journal of Education (AJE)

education and publishes new research across a

at Penn State, the journal is supported by asso-ciate editors from around the nation as well as an advisory board of senior scholars. The jour-nal also supports an online forum (AJE Forum)

that is managed by the student editorial board. The major issue facing the journal is how to ef-fectively disseminate peer-reviewed research to a broad audience that includes adminis-trators, policy makers, reform advocates and

resources, the journal has experimented with new ways to disseminate information about its articles via social media and continues to as-sess how best to monitor the impact of journal articles in academic and policy contexts.

Keywords: academic publishing, education, social media, translational science, innovation.

1. IntroducciónAmerican Journal of Education (AJE),

publicada como The School Review por pri--

tas más importantes en el campo de la edu-

la publicación de nuevos trabajos de investi-gación en un amplio espectro de subdiscipli-nas dentro del campo de la educación (p. ej. estudios políticos, ciencias sociales, historia,

revista metodológicamente agnóstica que --

litativa basada en corrientes posmodernas

trabajos desarrollados fuera de Estados Uni-dos y continúa alentando la participación de un conjunto internacional de académicos. A

foco de interés de la revista ha pasado de te-mas relacionados con la educación secunda-ria estadounidense a artículos que aportan conocimiento nuevo —basado en evidencias

empíricas o análisis sistemáticos— que pue-den orientar la política educativa, y la teoría y la práctica de la educación, tanto de un ni-vel nacional como internacional.

En un campo tan amplio y diverso

sector — no es de extrañar que exista un desacuerdo considerable sobre la forma

o factores de impacto se ha convertido en una rutina en los departamentos de educación de Estados Unidos de cara a la promoción en la carrera universitaria y la posibilidad de conseguir un nombra-

evaluación de las revistas. Como editores, entendemos que los factores de impacto (y los índices h) proporcionan datos im-portantes, pero nos preocupa que el uso exclusivo de tales índices limite la evalua-ción de las revistas académicas a su uso

American Journal of Education: retos y oportunidades en las ciencias …

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exclusivo en el entorno académico. Como revista fundada para profesionales de la docencia, somos plenamente conscientes de que muchos artículos de investigación corren el riesgo de volverse demasiado abstractos en sus métodos, o arcanos en sus matices teóricos, para tener algún va-lor en un aula, una sesión de estrategia política o una asamblea legislativa.

El mayor reto que vemos para nuestra revista es cómo conseguir que el conoci-miento académico siga siendo relevante en una época en la que la información es barata, abundante y, a menudo, de dudo-

AJE y otras revistas académicas eran ór-ganos esenciales para la difusión de infor-mación entre profesionales de la docencia y

y publicaciones de Facebook difunden «in-formación» por todo el mundo en cuestión de horas o incluso minutos. Parece como si el papel de las revistas haya pasado de ofrecer información puntera, a determi-nar dónde termina el conocimiento válido

densamente interconectado en el que vi-

revistas se están quedando rápidamente fuera de los debates sobre la práctica y la reforma educativas que tienen lugar en pá-ginas de redes sociales o incluso en foros

resulta el hecho de que los grandes debates sobre la práctica o la política educativas se desarrollan sin ninguna referencia a la in-formación relevante, ya que los principales

-mente en la redes de comunicación en las

afronta AJE es cómo mantener simultá-neamente su rigor académico y su relevan-

cia para un público no académico en este mundo en continuo cambio.

--

cribiendo la historia y la evolución de la revista; cómo han cambiado su público y

estadísticas sobre los hechos fundamen-tales y una visión general de los órganos de gobierno que pueden ayudar al lector

de AJE. En particular, con el traslado de la revista al mundo online, la labor del equipo editorial ha cambiado para respon-der a la creciente necesidad de traducir o

investigación a un público general. Esto ha supuesto una incursión notable en las

grises de la publicación en los medios online y en redes sociales. Terminaremos con una discusión sobre el modo en que nuestra revista y otros órga-nos académicos han de lidiar con el papel de las redes sociales para conectar la in-formación útil para la práctica y el debate y la información que se tiene en alta esti-ma en las comunidades académicas.

2. HistoriaAmerican Journal of Education (AJE)

tiene una larga y fecunda historia de docu-mentación y promoción de la investigación

-School Review

en una de sus primeras decisiones como presidente de la Cornell University. Aun-que en aquella época había un gran nú-mero de revistas educativas, solo dos cen-traban su interés en los temas incipientes

The Academy y School and College. Cuando estas dos


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revistas dejaron de publicarse, Schurman percibió un vacío que debía llenarse en esa área. Su propuesta era dirigir una nueva revista educativa a un público compuesto por profesionales de la educación (direc-tores, superintendentes y profesores) y a otras personas interesadas en la contribu-ción académica a la educación secundaria.

School Review es una historia de éxito económico que va unida al proceso de ampliar su alcan-

-vinciana del estado de Nueva York y del mundo académico de la Costa Este. Cor-nell University subvencionó los costes de esta publicación durante los dos primeros años mientras el número de lectores cre-

School Review se trasladó a Chicago de la mano del editor Charles Thurber, con-temporáneo de Schurman, que inició una cooperación con la Universidad de Chica-

de Chicago dio sus frutos rápidamente, y -

cribió el primer artículo del primer núme-ro de School Review publicado por Univer-

School Review tenía una tirada elevada en comparación con otras revistas de University of Chicago Press y se situó a la altura de las mejores revistas educativas de Estados Unidos (Wechsler,

una revista regional en la parte alta del es-tado de Nueva York se convirtió en una pu-

lectores y conferir seriedad a la revista se centraron en su público de profesionales de la docencia, produciendo un volumen de contenido impresionante —al que contri-

sobre temas que anticipaban los intereses

School Review publi-

mensuales al año. En línea con las publica-ciones de la época, School Review impulsó varios temas especiales (deportes, forma-ción comercial y arquitectura escolar), apo-yó a sus corresponsales extranjeros y pu-blicó un importante número de artículos y

de investigadores de treinta universidades norteamericanas y profesores de doce Esta-

El principal competidor de School Re-view en su primera década de existencia fue Educational Review, publicada por la Columbia University de Nueva York. School Review se diferenciaba de Educa-tional Review por centrarse primordial-mente en el nicho de la educación secun-daria. Sin embargo, una distinción más relevante era el público diferente al que se dirigía cada revista. School Review bus-caba principalmente poner en contacto a los profesionales de la educación con la investigación más puntera, mientras que Educational Review se centraba en un pú-

una auténtica revisión, en el sentido de que contenía «comentarios, opiniones e in-formación así como un conocimiento aca-démico relevante dirigido a una amplia

artículos de School Review -ban por un contenido más ligero y aborda-ban problemas y preocupaciones concretas

más eruditas a Educational Review.


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School Review -

tudios empíricos y trató de convencer a los líderes educativos para que aplicaran la ciencia pedagógica en las aulas (Wechsler,

cambio importante en el contenido editorial -

miento hacia un contenido más investiga-dor, School Review siguió siendo la revista más leída y de mayor utilidad para los direc-

de múltiples cambios editoriales y de un giro progresivo hacia una visión más cientí-

School Review mantu-vo su función como instrumento de revisión y, como tal, conservó su amplia y abundante

-

-reses de los nuevos directores y las trans-formaciones en los canales de difusión de la investigación publicada. Cada cambio

-des económicas y un alejamiento del públi-co de profesionales que constituía el foco de atención de la revista. A mediados de

de School Review estaba desapareciendo

School Review se había desplomado has-

necesario tomar medidas contundentes. En un intento por dejar atrás este legado centrado en los profesionales de la práctica

American Journal of

Education -

hacia un público académico y supuso un reconocimiento de la importancia del posi-cionamiento de la publicación ante la cre-ciente complejidad de la difusión de la lite-

tras la decisión de la University of Chicago de cerrar su departamento de educación, el apoyo editorial a la revista se vio en peligro.

éxito para asumir la dirección de la revista. El objetivo, escribió, era «renovar y revita-

AJE al tiempo que prosigue su misión como una de las principales revistas acadé-

la educación pública se encontraban bajo

-rimentó un giro importante al abordar el amplio campo de la educación en términos

AJE, invitamos a nuestros lectores a que enviaran manuscritos a la revista que trataran sobre estos y otros de los importantes problemas que afronta actualmente la educación, no solo en Esta-dos Unidos, sino a nivel internacional, ya que el mundo se está convirtiendo en una

El reto que la revista ha afrontado históricamente ha sido construir puentes entre el conocimiento académico y el prác-tico, de un modo adecuado a las exigencias de la época. El público de profesionales de


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School Review ayudó a distinguirla de otras revistas del sector durante gran parte de su historia tempra-na, una noción que tiene relevancia en el mercado actual de revistas académicas in-teresadas en incrementar la base de sus-

-cidad de canales con que se comparte la información (en particular, la información académica) en la actualidad, es importan-te tener en cuenta la conexión entre con-tenido, público y factores relacionados con la estabilidad económica de la revista.

El legado histórico de la revista sigue -

los más visitados de todos los tiempos in-

--

Civics». Históricamente, la obra más im-portante —que suele leerse en las clases de Historia de la Pedagogía— es el infor-me del Committee of Ten -

para impartir inglés, matemáticas e histo-

todos los cursos de la escuela secundaria.

3. Enfoque y público

-

AJE, Harvard Education Review y Teach-ers College Record, son revistas indepen-

dientes, es decir, las posee o gestiona la editorial, no la asociación. En el caso de AJE, la revista es propiedad de Universi-ty of Chicago Press (UCP), aunque tiene su sede y se gestiona en la Pennsylvania

-lección editorial y el apoyo a la dotación de personal para la revista son bastante

¿Por qué es esto relevante? A diferen-cia de la mayoría de revistas que pertene-

de AJE -minado, ni hay una duración establecida para los miembros del consejo editorial. Esto implica que la revista cambia de edi-tores con poca frecuencia, lo que reduce la inestabilidad en términos de enfoque de la publicación y forma de tratar las revi-siones, pero también implica que necesita buscar continuamente nuevos miembros del consejo y examinar el trabajo de los

predominantes en el campo reside en el consejo actual, y no en un comité de pu-blicaciones elegido o designado por una

normalmente de más recursos y pueden desarrollar planes de producción más ac-tivos. AJE recibe apoyo de UCP y de la Facultad de Educación (College of Educa-tion) de la Penn State. Esto contrasta no-

-ción internacional —Sage Publications— para respaldar la producción de sus re-vistas. El tamaño de la casa editorial que respalda la revista es un factor que puede


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-bución de la publicación. Por ejemplo, la producción física de AJE en páginas im-presas totales promedia aproximadamen-

páginas anuales repartidas en seis volú--

den de magnitud de la producción impre-sa tiene consecuencias importantes para la determinación de los factores de impac-to, como discutiremos más adelante. AJE

-gación de UCP para distribuir la revista equitativamente en el contexto mundial.

4. FuncionamientoCuando la revista se trasladó a la Penn

-turas especiales de dirección y un conjunto de políticas para promover la calidad de la publicación. Se establecieron dos tipos de consejos. Todos los editores asociados sé-nior pertenecían a la Penn State, y el con-sejo editorial o el consejo asesor estaba for-mado por académicos reconocidos a nivel nacional o internacional en las principales disciplinas del campo (lo cual presentaba un estrecho paralelismo con las decisiones tomadas con el cambio de nombre para en-focar la revista hacia un público multidis-

la revista se percibiera como una revista de Penn State, a los miembros asociados sénior y a sus colaboradores no se les per-mitía enviar artículos. Esta política se re-visó unos años después, y se decidió que la reputación de la revista era lo bastante sólida como para levantar esa prohibición.

-rección. Se abolió el sistema editorial de dos

niveles y se creó un consejo único de edito-res asociados. Se mantuvo el consejo asesor externo, pero se estableció una política de revisión trienal. Es decir, cada tres años el consejo editorial lleva a cabo una revisión del trabajo de los miembros del consejo ase-sor y decide sobre su renovación. El consejo editorial se ha abierto asimismo a académi-cos externos a la Penn State y ahora está compuesto por miembros de varias univer-sidades. Durante este periodo se creó tam-bién un consejo editorial estudiantil, una

4.1. Estadísticas básicasEn su forma actual, AJE se publica tri-

mestralmente. Publica aproximadamente

revista tienen un buen número de citas en comparación con el amplio mundo de la

-

-

albergamos reservas considerables respec-

en la siguiente sección, donde explicare-mos estas y otras herramientas empleadas para evaluar el impacto de la revista en los lectores académicos y no académicos.

Se puede argumentar que un dato más importante de cara al impacto es el número de artículos consultados electrónicamente.

-tas individuales de artículos en su versión


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mayoría de los suscriptores de AJE consis-te en colaboradores institucionales que ad-quieren la licencia electrónica de la revista; los suscriptores individuales representan una pequeña pero estable proporción del volumen de circulación total. En concreto,

-tores de pago obtienen la versión impresa

durante los últimos cinco años.

En términos de acceso global y partici-pación internacional, AJE recibe manus-

Estados Unidos, en su mayor parte pro-

otras revistas de educación importantes, consideramos que muchos de estos artícu-los son de baja calidad o tratan temas que no interesarían a un público amplio. En términos de acceso internacional al con-tenido de la revista, UCP participa en un programa que proporciona acceso a ins-

-jos-medios ingresos de todo el mundo. En

-tradas a través de este programa para ac-ceder a las revistas de UCP, con lo que se posibilita el acceso a muchas personas que no podrían permitírselo de otra manera.

4.2. Producción académica y calidadAJE pu-

blica anualmente se someten a un exigen-

de todos los envíos llega a la imprenta, es decir, la tasa de aceptación total (el

-

según las conversaciones sostenidas en

esto se halla en sintonía con lo que sucede en las otras revistas principales del cam-po de la educación. Cada artículo envia-do a revisión está sujeto a un mínimo de tres revisiones por pares en un proceso de doble ciego (es decir, el revisor y el autor

seleccionados por los editores sénior des-pués de una lectura inicial del manuscrito y un debate entre ellos. En los casos en los que resulta difícil encontrar revisores,

conocimiento, los editores consultan con los miembros del consejo asesor.

autores recibieran la decisión inicial so-bre su manuscrito era de un mes. Por su-puesto, el tiempo de respuesta depende en gran medida de que los revisores com-

-visores distintos que necesitaron un mes de media para completar su revisión (con-tando a partir de la fecha en que se envía la invitación). Toda la correspondencia y todas las decisiones quedan registradas

AJE abarcan un amplio espectro de temas de todas las eta-pas educativas, desde la educación prees-colar hasta la formación profesional. En la última década hemos recibido un número ligeramente mayor de manuscritos sobre educación superior que sobre primaria, pero no tenemos cuotas para los distintos niveles. En cuanto a los temas, es muy difícil eva-luar cuáles son más o menos habituales. En los primeros años de gestión de la revista en la Penn State tratamos de crear una base


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de datos de revisores expertos en temas de-terminados. Nos basamos en la lista que ha-

para vincular a académicos con intereses si--

tades para adoptar este sistema porque el número de términos lo vuelve inmanejable, y porque los autores pueden mostrar una

su trabajo. Un informe general sobre los temas tratados revela que ninguno de ellos domina sobre los demás y que los manuscri-tos están distribuidos de modo uniforme en

se presentan más detalles sobre los temas de interés y los niveles educativos.

TABLA American Journal of Education

Intereses principales Frecuencia

Educación superior

Educación secundaria

Escuelas públicas

Educación primaria

Temas principales

Política

Plan de estudios, diseño, evaluación y política

Principales poblaciones de interés

Profesores

Adolescentes

Alumnos de riesgo

Niñas y niños

A los autores se les pide que mantengan

palabras, excluidas tablas, referencias y -

trictos con este requisito, y en ocasiones, el

para reducir la extensión del artículo des-

pués de haber contestado a los problemas detectados por los revisores. También pu-

-tores que deseen sugerir un número mo-

se somete a la revisión del consejo edito-rial al completo. Si se acepta, los editores


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invitados colaboran con los editores en la selección de los revisores, pero la gestión

aceptación corren a cargo del consejo edi-torial de AJE. Hemos procurado limitar el

El sistema de acceso electrónico ofre-ce al equipo editorial una vía alternativa para evaluar el impacto de un determina-do trabajo, y creemos que se trata de un componente importante a tener en cuenta

en el análisis del factor de impacto. Véase -

ro de veces que se consulta un artículo es un mejor indicador del volumen de públi-

académico para la formulación de políti-cas y en la práctica docente. Por ejemplo, el trabajo de Doris Santoro sobre la en-

ningún recuento de citas académicas.

TABLA

Ranking Artículo

pursuit of good work. American Journal of Education, 118

Change. American Journal of Education, 122

in an era of data-driven decision making. American Journal of Education, 123

Where White parents’ good intentions, anxiety, and privilege collide. Ameri-can Journal of Education, 119

-cy debate can illuminate policy implementation. American Journal of Educa-tion, 122

entender cómo las distintas redes de aca-démicos, responsables de políticas y pro-

-tros artículos. Examinando las palabras clave y los descriptores que los autores

-jos, podemos hacernos una idea de los temas que resultan de interés a las per-

sonas que citan artículos de AJE y cómo estos temas se relacionan entre sí. Cree-mos que se trata de un campo de análisis

un mejor seguimiento del modo en que los diferentes temas educativos están in-terconectados en la literatura académica y de los cambios que pueden tener lugar con el tiempo.


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-currencia de palabras clave en artículos publicados que muestra las diferencias en la relevancia de los temas y en la conexión con otros términos. El rendimiento escolar (student achievement), la responsabilidad o rendición de cuentas (accountability) y la política (policy) destacan como palabras cla-

estas palabras clave están emparejadas con mayor frecuencia son profesores (teachers) y aulas (classrooms), formando un cúmulo

race), calidad (quality), elección (choi-ce) e implicación (involvement) forman otro

cúmulo evidente de artículos que emplean la misma constelación de palabras clave, seguido de un tercer cúmulo que conecta rendimiento académico (academic achieve-ment), desigualdad (inequality), matemáti-cas (mathematics) y primaria (elementary). Estos conjuntos permiten examinar el tipo de artículos que se han publicado con ma-yor frecuencia en AJE en los últimos cinco años, y seguimos discutiendo cómo estos análisis de ocurrencia de temas pueden proporcionarnos información sobre el modo en que nosotros, como editores, comunica-

-tintos grupos de interés.

GRÁFICO American Journal of Education

-tos de artículos extraídos de Web of Science para publicaciones de AJE

-


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académica, los investigadores pueden ser algo rígidos en su búsqueda de nuevas publicaciones, y un número relativamen-te escaso de académicos puede dominar

ejemplo, AJE ha publicado varios artí-culos relacionados con la misma idea o tema, como la interacción social y la re-

publicaciones de AJE en los últimos cinco años por la similitud de las citas, lo que se conoce como acoplamiento o empareja-

parecidos que son los autores en térmi-

trabajo, y es un indicador de la proxi-

grupos de mayor tamaño manteniendo una estrecha relación entre sí y basán-

GRÁFICO American Journal of Education

por AJE

--

miento para sugerir investigación básica -

cos en disciplinas o subdisciplinas muy

y los avances en su especialidad —aunque sean pequeños— pueden citarse rápida-

mente, lo que aumenta el potencial para factores de impacto más elevados pero reduce el número de académicos que, en conjunto, ve esa investigación. Teniendo en cuenta que nuestra revista busca ar-tículos que puedan resultar interesantes para un público amplio, ¿puede ayudar-nos este conocimiento de los agrupamien-


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tos a dirigir mejor los tuits o las publica-ciones en Facebook sobre artículos para llegar a públicos más diversos? Todavía no tenemos resultados concretos de estas evaluaciones, pero seguimos discutiendo cómo aprovechar mejor este tipo de datos.

5. Retos y oportunidadesEn esta sección delineamos los retos y

para la revista y para el campo más amplio

al debate sobre el tema fundamental de la calidad y el impacto. Después tratare-mos los retos planteados por la creciente difusión de artículos en sitios web donde se comparte y almacena información, el

-to) y otras cuestiones relacionadas con la distribución del conocimiento académico. Consideramos que estas cuestiones afec-tan a todo el campo de la publicación aca-démica y, en este sentido, AJE es una de las numerosas revistas que afrontan estos retos. También pensamos que estos desa-fíos impelerán a las revistas a ser más explícitas en su declaración y adopción de principios éticos. Por último, presentare-mos brevemente una importante innova-

algunos años. Creemos que un foro de este tipo tiene la capacidad de abordar algu-nas de las preocupaciones sobre acceso y usabilidad que inquietan a todo el sector.

5.1. Medición del impacto de AJEComo hemos señalado previamente,

históricamente para indicar el estatus de una revista y como método de comparación

entre publicaciones. Aunque se ha escrito mucho sobre este tema, recurriremos a Se-

--

por el número total de artículos “citables” -

ternativamente, el índice h —que indica el número «h» de artículos que tienen como mínimo un número «h» de citas— ha sido otra herramienta popular de evaluación, ya que puede calcularse tanto para indi-

Aunque estas dos medidas clave han de-mostrado tener sentido y valor, los avances en el modo en que se consulta y difunde la información requieren la aplicación de me-didas de evaluación creativas adicionales.

Como editores, somos plenamente conscientes del caché que los índices de impacto han llegado a tener en la inves-tigación educativa académica en Estados

-cluyen el factor de impacto de las revis-tas en las que se han publicado sus artí-culos en los currículums que envían para conseguir promociones y nombramientos permanentes. Como mencionamos ante-riormente, el mero volumen de publicacio-nes puede mejorar los índices de impacto;

ser escépticos. Aunque aplaudimos los intentos de hacer un análisis más preciso

limitado temporalmente —a nuestro en-tender— para ser un dato estadístico tan

-siones editoriales que probablemente no


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-diante el uso del índice h o de una revisión de las citas a lo largo del tiempo.

-

hemos hecho un seguimiento del número de citas de AJEaños aproximadamente. Aunque hay va-riaciones anuales, observamos una clara

-lante. Este acusado aumento en las citas

posteriormente. Aunque no disponemos de datos empíricos para demostrar la re-

el incremento en las citas, la información aportada por algunos colegas del sector sugiere que, efectivamente, la cobertura

consecuencia que los artículos de la revis-ta se citen con mayor frecuencia.

GRÁFICO AJE

5.2. El impacto de las redes socialesAl operar en un contexto contempo-

muchos editores se enfrentan a la cuestión de cómo evaluar con mayor claridad el im-pacto de su revista en el ámbito práctico y

-mentado el uso de formas alternativas de

-pecialmente mediante las estadísticas Alt-metrics, que tienen en cuenta la difusión en redes sociales de un artículo a través

de blogs, canales de noticias, Facebook y

el impacto —tanto a nivel académico como social— es un área de interés creciente en múltiples disciplinas académicas.

se han centrado en una variedad de cuestio-nes y de plataformas de redes sociales. Un

examinó el impacto de las redes sociales en los cómputos de citas de artículos de re-


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presentados indicaban que los artículos de revistas publicados a través de Wikipedia tenían un cómputo de citas notablemente mayor en comparación con una muestra

se habían publicado a través de Wikipedia.

entre el momento elegido para las publica-ciones en redes sociales y las fechas de pu-blicación de los artículos, señalando que la coordinación de ambas fechas es importan-te. Puede encontrarse un examen más de-tallado de la composición y el momento de publicación del contenido en las redes socia-les en relación con los artículos de revistas

centró en el Journal of Medical Internet Re-searchEysenbach recopiló tuits relacionados con

una comparación entre el impacto en redes sociales y los datos sobre citas extraídos de

-ses después de la publicación. Eysenbach

A partir de los tuits se puede predecir qué artículos van a recibir un alto número de citas en los tres primeros días tras la

las redes sociales incrementa el número -

mentales del artículo —que también son un predictor de citas—, pero el verdadero uso de estas métricas consiste en evaluar el concepto concreto del impacto social. Se

-cial basadas en tuits para complementar las métricas de citas tradicionales. El ín-dice de impacto propuesto puede ser una métrica útil y oportuna para medir la di-

-ciales se reitera en un estudio ecológico de

examinó la relación entre el mérito cientí-

-vistas (no individuos o cuentas de editores) para incluirlas en la muestra del estudio. Y encontró una relación positiva entre el mé-

-

casos atípicos, la mayoría de las revistas tenía un número de seguidores en Twitter que se correspondía con su factor de impac-

-

plataforma en el momento del estudio.

5.3. Impacto académico y mayor utilidadUno de los retos de gestionar una revis-

ta académica es hallar el equilibrio entre publicar investigación de alta calidad y conseguir que esta sea útil para docentes, responsables políticos, gestores o incluso activistas comunitarios que buscan re-formar el sistema educativo. Somos cons-cientes de la ironía de que, hace un siglo, School Review tenía una amplia difusión entre los directivos escolares. No obstante, creemos que este es un síntoma general del campo de la publicación académica en edu-

AJE. Vemos que tanto nuestra revista como las otras están atrapadas entre el aumento constan-


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informes claros y generales sobre los datos, y nos está costando encontrar el modo de evaluar la calidad e importancia de los ar-tículos y las revistas en una época de acce-

El auge del movimiento de acceso abierto y la proliferación de sitios web que ofrecen acceso gratuito a artículos aca-démicos constituyen un reto no solo para el campo de la educación, sino para toda la actividad de la publicación académica.

-ro creciente de académicos cuestiona las prácticas tradicionales de las revisiones por pares gratuitas y la gestión editorial de las revistas, especialmente en los ca-sos en los que las revistas son propiedad de corporaciones privadas (frente a las dirigidas por editoriales universitarias

referimos anteriormente, grandes corpo-raciones como Sage y otras han ido adqui-

en el campo de la educación. De acuerdo con sus sitios web, las siguientes casas editoriales poseen en conjunto centenares

Estas editoriales cobran tarifas consi-derables a las instituciones para el acce-so electrónico a las revistas; si no tienen acceso a una cuenta institucional, los in-dividuos deben pagar tarifas importantes por cada artículo. Esta estructura de ac-ceso ha llevado a muchos investigadores a apoyar los recursos educativos abiertos o

open educational resour-ces -

-tuito a sus artículos. El apoyo al sistema

-

cos y la capacidad de consultar su conte-nido a través de varios medios, tienen el atractivo inicial de que la información se pone a disposición de todos. Sin embargo, siempre hay costes, y el trabajo de ofrecer estudios de investigación de alta calidad

-chas revistas académicas pequeñas cuen-tan con el respaldo de los departamentos

-ción, pero pocos de ellos cuentan con los recursos para sustentar las publicaciones

Somos conscientes asimismo del atrac-tivo que tienen Academia.edu y otros si-tios web como herramienta de networking, especialmente para académicos jóvenes deseosos de difundir su trabajo. El creci-miento de estas redes que ofrecen «acceso sin coste» a artículos de revistas con li-

para la viabilidad económica de las revis-tas académicas tal como las conocemos hoy en día. Esta transformación da pie a la posibilidad de que se citen múltiples

web para alojar y mantener sus bases de datos de artículos. También ha conducido a la creación de revistas existentes única-mente en línea y revistas de estilo «wiki».

-liferación de revistas «depredadoras» en

el envío y la publicación de artículos. En el entorno educativo han circulado listas in-formales de tales revistas. En el momento de redacción de este artículo, corría la no-ticia de que Cabells estaba elaborando una lista con acceso de pago de revistas acadé-micas con prácticas cuestionables. Pero el


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problema subyacente, a nuestro entender, -

sas editoriales reempaquetan un producto que tiene un considerable coste de produc-

-démica es claramente rentable, pero gran parte de esta «rentabilidad» se debe a un trabajo básicamente gratuito por parte de los revisores por pares y a la disposición de las instituciones públicas (p. ej. las bi-

-talmente) a pagar tarifas importantes.

-démica y al futuro de nuestra revista, nos encontramos examinando en detalle va-

un proceso de funcionamiento más siste-mático. No se pueden dar por sentado los estándares de la investigación ética, espe-cialmente a medida que el alcance de las publicaciones se expande para abarcar un conjunto más amplio de investigadores en Estados Unidos y en todo el mundo. Cada

una declaración de su código deontológico y exigen a los investigadores una prueba de que sus trabajos, cuando emplean da-tos que afectan a sujetos humanos, han

-

-mente como principal fuente de modelos para publicaciones éticas y actividades de

-ducta para editores así como organigra-mas informativos para los procesos edito-

-

comité para revisar nuestras directrices y ofrecer asistencia a los editores sénior a

la hora de examinar cuestiones importan-tes sobre nuestro papel en la supervisión y promoción de un comportamiento ético en la investigación, especialmente en es-tudios que tienen lugar en colegios con niñas y niños pequeños.

5.4. Innovación clave: el foro estudian-til AJE Forum

revista y atraer a más lectores a la ver--

riales de AJE American Jour-nal of Education Forum, una plataforma online asociada con la revista en la que se publican artículos breves y relevantes so-bre temas de actualidad en educación. Un aspecto clave de esta plataforma dirigida al exterior era la publicación de trabajos breves que no requirieran conocimientos

en el rigor académico. El AJE Forum no

vía para difundir trabajos educativos de calidad directamente al público.

Un segundo aspecto del AJE Forum era que su gestión correría a cargo de un con-sejo estudiantil. Compuesto por estudian-tes graduados de la Facultad de Educación (y actualmente de múltiples instituciones de todo el mundo), el consejo estudiantil

-tenido del AJE Forum, pero enseguida desarrolló sus propios estándares de pu-blicación. Ahora cuenta con un proceso in-terno de revisión por pares ciega para el

estándares de calidad y brinda a los futu-ros académicos la oportunidad de desarro-llar y mejorar sus habilidades de revisión. En esencia, el AJE Forum se ha hecho un


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hueco en el mercado de la información gra-cias a que el contenido creado para la difu-sión y la consulta públicas está ligado a la investigación académica.

Este es un modelo distinto del adopta-do por muchas revistas hoy en día, cuyo sitio web consiste simplemente en la re-vista en línea. El material publicado en el AJE Forum no pretende replicar el conte-nido de la revista ni ser investigación en sí misma. En cambio, la mayoría de los textos publicados consiste en resúmenes, ejemplos y opiniones sobre lo publicado por la propia American Journal of Edu-cation o de otras fuentes que aplican revi-sión por pares. En este sentido, a menudo se trata tanto de un comentario secunda-rio sobre temas educativos como de una herramienta de promoción para dirigir a los lectores a la correspondiente investi-gación. Teniendo en cuenta que el merca-do de los medios de publicación está cada

AJE Forum represen-ta una vía para llegar a un conjunto de lectores más amplio y diverso.

Actualmente, el Consejo Estudiantil

-tenido, gestión y aspectos técnicos de la pu-blicación, y promoción y visibilidad. Aunque la actividad del consejo del AJE Forum va-ría, sus miembros se encargan normalmen-te de la publicación de uno o dos artículos mensuales, la revisión y edición de los tra-bajos enviados, y de la promoción de nuevos artículos a través de las redes sociales y en diversas conferencias.

AJE Forum era contribuir a que un conjunto más amplio de lectores conociera AJE, pero

las publicaciones del AJE Forum son a me-nudo independientes del contenido de AJE. A los autores de artículos de la revista se les invita a promocionar su trabajo median-

general que se publican en el AJE Forum, pero la frecuencia de este tipo de envíos es baja en la actualidad. Esta es un área que queremos fomentar e incrementar. Ade-más, el consejo estudiantil está estudiando formas de promocionar las publicaciones venideras de la revista. Una idea es que el AJE Forum se centre en temas relacio-nados más directamente con los artículos en prensa. Esta podría ser una solución

-culos descargados e, indirectamente, en los índices de impacto de AJE.

El contenido de AJE y del AJE Forum se publicita a través de varias plataformas de redes sociales. Facebook y Twitter son las

-

-ta las posibilidades y limitaciones de cada plataforma, los posts se diseñan de modo es-

permiten una extensión de texto mayor que los de Twitter. Para un post en Facebook, los miembros del AJE Forum incluyen nor-

a los autores (con etiquetas si es posible), extraen citas o cuestiones tratadas en el manuscrito e incluyen un enlace al artículo. Para un post en Twitter, donde el número de caracteres es más limitado, el diseño de la

enumeración de los autores (con etiquetas si es posible) y una serie de hashtags para describir el contenido de la publicación. En las plataformas de Facebook y Twitter, los


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hashtags

-

en el post —en todas nuestras plataformas de redes sociales— ha tenido siempre un efecto positivo en la popularidad del post y en el correspondiente alcance (difusión). Etiquetar a un autor, lo que solo es posible cuando el autor tiene una cuenta en esa

Hay varios pasos sencillos que las re-vistas pueden llevar a cabo para mejorar el conocimiento de su impacto en las redes

AJE Forum -

cebook (con la herramienta Insights) para obtener información sobre el número de visitas y de likes («me gusta») que tiene una página, las personas alcanzadas, las interacciones con el post y los seguidores de la página. Análogamente, emplean

para conocer el número de tuits, las im-presiones sobre los tuits, las visitas al

-

de American Journal of Education tenía likes

pueden variar en popularidad; un post de Facebook poco popular llega normalmen-

que uno popular puede llegar fácilmen--

-súmenes mensuales generados automáti-

-Forum destacan adicionalmente el mejor tuit, la mejor mención y el mejor segui-

dor. Normalmente, en un mes cualquiera, --

-varon el número de impresiones a más de

6. ConclusionesEn un mundo en el que los demagogos,

los grupos de «dinero oscuro» y los agen-tes políticos subversivos pueden difundir «información» rápida y directamente a po-blaciones masivas, ¿cómo reacciona una simple revista académica? Como editores, estamos profundamente preocupados por la velocidad con la que se mueve la «infor-mación» en los medios en línea y el impac-to que puede tener en los debates sobre reformas educativas, la formulación de

-cente en los colegios. También vemos que a muchos de los implicados —desde los padres hasta los legisladores estatales— les importa enormemente obtener infor-mación que es fruto de una buena investi-gación y no se ha creado únicamente para defender una postura ideológica. ¿Cómo puede una revista —atada por las restric-ciones de calidad académica, que implican un largo tiempo de producción y a menudo un lenguaje denso— adquirir relevancia?

Hemos observado cómo los sitios web

translacionales ma-sivos —como The Conversation— tienen un peso enorme en el debate público. Es-tamos buscando formas de acercar los da-tos y análisis académicos recientes a un público más general sin que ello socave la capacidad de nuestra revista de mantener


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revista con medidas alternativas son, es-

en esa «área gris» que existe entre los ri-gurosos requisitos de los artículos revisa-dos por pares y los posts en una página de Facebook acerca de un debate local sobre

-ce evidente es que los académicos ya no pueden refugiarse en la postura de que ellos solo han de preocuparse por el cono-

tecnologías de la información hacen que resulte muy fácil debilitar la ciencia vá-lida inundando las redes de información con material de cuestionable rigor.

Actualmente vemos una necesidad de invertir en mayores recursos para fomen-tar el acercamiento al público (traducción o proceso translacional) y la promoción

-gaciones de un editor de revista de buscar

proceso de revisión por pares de alta ca-

que los artículos se lean y la información se difunda más allá de un pequeño círculo de académicos. Creemos necesario apoyar algún tipo de proceso translacional, don-de el material se escribe explícitamente para un público amplio y permite que un

en un debate local, en movimientos de re--

ción de este material ha de ser rigurosa a nivel de calidad y temporalmente opor-tuna. Es decir, continuamente hay que escribir publicaciones que recuerden a los lectores (y los vuelvan a conectar con) el

-

un papel importante al mantener un archi-vo estable en un mundo de sitios web pasa-jeros, pero si nadie accede al conocimiento archivado, ¿de qué sirve? A medida que se

académicos en las universidades investiga-

-ción corren el riesgo de volverse demasiado abstractos en sus métodos, o arcanos en sus matices teóricos, para tener algún va-lor en un aula o en una asamblea legislati-va. Conseguir que los estudios educativos rigurosos resulten interesantes para un público más amplio es una tarea con dos vertientes. En primer lugar, las revistas necesitarán «traducir» los artículos, cuyos

hacerlos accesibles a un público general. -

ción de los campos de estudio académicos implica que tanto los autores como los edi-

para demostrar la relevancia de los artícu-los académicos para un público amplio.

traducción o translacional va más allá del mero reempaquetado del contenido académico. Creemos que las revistas de investigación educativa nece-sitarán de modo creciente órganos com-plementarios o subsidiarios que manten-gan unos estándares académicos elevados pero operen a velocidades y en medios

a los que accede el público general. El

un número reducido de revistas educati-vas predominantemente norteamericanas

-nes importantes sobre la hegemonía lin-


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güística y el etnocentrismo en el contexto mundial de la producción de conocimiento

translacional implicará encontrar formas innovadoras para comunicar en diversos lenguajes y

de ideas— será necesaria si los artículos académicos han de ser relevantes para un

AJE fue-ron en su tiempo los principales medios de

público de académicos y de profesionales de la docencia. Para satisfacer esta necesidad en el mundo actual harán falta sitios que permitan opiniones, comentarios y pre-guntas de muchos lectores. Este feedback permitiría evaluar y articular la relevan-cia (o falta de relevancia) de los artículos

áreas de la práctica, la política o la refor-ma educativas. Creemos que un diálogo de este tipo contribuiría a hacer la investiga-

que valoramos el «impacto» de una revista.

Notas1 http://www.scimagojr.com/journalrank.php?area

=3300&category=3304. Consultado el 21/1/2018

Referencias bibliográficas

Eco-nomic and Political Weekly, 42

American Jour-nal of Education Ameri-can Journal of Education, 110

-ries and electronic journal resources. Journal

of Library Administration, 42

-The Network So-

ciety: A Crosscultural Perspective

American Journal of Education, 119

Promoting integrity in research and its publication

Manual of conduct for editors

-tersphere. CMAJ: Canadian Medical Associa-tion Journal [Journal De l’Association Medi-cale Canadienne], 187

School Review, 4

the use of social media to measure journal article impact. AMIA Annual Symposium Proceedings Archive

-seau y D. Wolfram (Eds.), Measuring scholar-ly impact: Methods and practice

-

twitter and correlation with traditional me-trics of scientific impact. Journal of Medical


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Internet Research, 13

-

on twitter and correlation with traditional me-Journal of Medical

Internet Research, 14

JAMA, 295 -

-American Journal of Educa-

tion, 122

their impacts on scholarship and practice. Educational Researcher, 38

-Educational

Research Bulletin, 6-

Theory, methodology, and applications. Ame-rican Journal of Education, 119

American Jour-nal of Education

(Con-

Ultrasound in Obs-tetrics and Gynecology, 32

-American

Education Research Journal, 18

-

capital development. American Journal of Education, 122

-yer in the Politics of Education. Phi Delta Ka-ppan, 99

Circulation and Marketing Report for the American Jour-nal of Education -

Publisher’s Report for the American Journal of Education.

Division.

American Journal of Education, 88

-

American Journal of Education, 88 -

Biografía de los autoresGerry Le Tendre es Catedrático de

State University y Coeditor de American Journal of Education. También forma parte de los consejos editoriales de Educa-tional Researcher e International Journal of Teacher Leadership. Anteriormente fue redactor adjunto de Comparative Educa-tion Review y miembro del consejo edito-rial de Sociology of Education.


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G. Eric McGinnis es estudiante de doctorado en Teoría y Política Educativa

en la Pennsylvania State University. Edi-American Journal of Educa-

tion. Sus investigaciones se centran en la educación no formal, el movimiento scout mundial y las artes escénicas.

Dana L. Mitra es Catedrática de Estudios de Política Educativa en la Pennsylvania State University. Editora fundadora de la International Journal of Student Voice y Coeditora de American Journal of Education. Ha publicado más

--

ticipación ciudadana.

Rachel L. Montgomery es candidata a doctora en Educación Superior en la Penn-sylvania State University. Doctoral Fellow

de American Journal of Education. Su in-vestigación explora diversos enfoques del li-

-torado se centra en los codecanatos de las facultades de Derecho de Estados Unidos.

Andrew Pendola es Doctor en Filo-sofía y graduado en Teoría y Política Edu-cativa por la Pennsylvania State Univer-sity. Actualmente trabaja como Profesor

para la American Journal of Education. Su investigación se centra en la dinámica del mercado laboral para educadores.

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The American Journal of Education: challenges and opportunities in translational science

and the grey area of academic publishingAmerican Journal of Education: retos y oportunidades en las ciencias

translacionales y la zona gris de la publicación académica

*Gerald LeTendre, PhD. Professor. The Pennsylvania State University, USA ([email protected]).G. Eric McGinnis. PhD student. The Pennsylvania State University, USA ([email protected]).Dana Mitra, PhD. Professor. The Pennsylvania State University, USA ([email protected]).Rachel Montgomery. Phd candidate. The Pennsylvania State University, USA ([email protected]).Andrew Pendola, PhD. Assistant Professor. Auburn University, USA ([email protected]).

Abstract:The American Journal of Education

(AJE

research across a broad range of educa tional disciplines. Located at Penn State, the jour-nal is supported by associate editors from around the nation as well as an advisory board of senior scholars. The journal also supports an online forum (AJE Forum) that is managed by the student editorial board. The major issue facing the journal is how to effectively disseminate peer-reviewed re-search to a broad audience that includes administrators, policy makers, reform advo-cates and educators. Given the limitations of university resources, the journal has experi-

mented with new ways to disseminate infor-mation about its articles via social media and continues to assess how best to monitor the impact of journal articles in academic and policy contexts.

Keywords: academic publishing, educa-tion, social media, translational science, in-novation.

Resumen:American Journal of Education (AJE) es

una de las once revistas más importantes en el campo de la educación y publica nue-vos trabajos de investigación en un amplio espectro de disciplinas educativas. Con sede

*

Gerald LETENDRE and others

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en la Pennsylvania State University, la re-vista trabaja con editores asociados de toda la nación y con un consejo asesor de acadé-micos sénior. También cuenta con un foro online (AJE Forum) gestionado por el consejo editorial estudiantil. El mayor problema que

-te la investigación revisada por pares para que llegue a un público amplio, incluidos ges-tores, responsables políticos, reformadores y educadores. Dadas las limitaciones de los re-

cursos universitarios, la revista ha explorado nuevas vías para difundir información sobre sus artículos a través de las redes sociales, y continúa evaluando la mejor forma de anali-zar el impacto de los artículos publicados en contextos académicos y políticos.

Descriptores: publicación académica, edu-cación, redes sociales, ciencias aplicables, ciencias de transferencia, ciencias translacio-nales, innovación.

1. IntroductionThe American Journal of Education

(AJE The School Review in 1893 is one of 11 core jour-

(Goodyear et al., 2009). The journal fo-cuses on publishing new research across a broad range of sub-disciplines within education (e.g. political studies, social sci-ence, history, philosophy and pedagogical research). The journal is methodologi-cally agnostic, publishing highly tech-nical pieces (Goddard & Goddard, 2015) and qualitative research that draws on post-modern traditions (Cerecer, 2013). Despite the title, the journal publishes research from outside the U.S. and con-

of scholars to participate. Over the almost 125-year history, the journals’ focus has shifted from a concern with topics related to U.S. secondary education, to recruit-ing articles that provide new knowledge or insight, based on empirical evidence or systematic analysis, that can inform educational policy, theory or practice at a national or international level.

-

1— there will be considerable disagreement about how to determine the prestige or in-

factors has now become routine within U.S. education departments for the pur-poses of promotion and tenure, which tends to obscure other ways of assessing a journal impact. As editors, we realize impact factors (and h-indexes) provide important data, but we are concerned that the sole use of such indices limits the assessment of academic journals to their usefulness solely within the acad-emy. As a journal founded for practi-tioners, we are keenly aware many re-search articles run the risk of becoming too abstract in method, or arcane in theoretical nuance, to have any value in a classroom, policy strategy session or a legislative assembly.

The single greatest challenge to our journal that we see is how to continue to make scholarly knowledge relevant

The American Journal of Education: challenges and opportunities …

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in an age when information is cheap, abundant and often of questionable quality. In the late 1890s, AJE and oth-er academic journals served as prima-ry organs of information dissemination among both practitioners and scholars. Today, URLs in tweets and Facebook posts disseminate «information» around the world within hours or perhaps even minutes. The role of journals appears to have shifted from providing cutting edge information, to establishing where valid (authenticated) knowledge ends. But in the densely networked world we live in (Castells, 2004), journal articles are rap-idly becoming removed from the debates about educational practice and reform that take place on social media sites or even forums like The Conversation. More disturbingly, major debates about educational practice or policy may occur without reference to pertinent infor-mation, as key disseminators of infor-

-nication networks in which they reside (Supovitz, 2017). The challenge that AJE faces is how to maintain both its academic rigor, and its relevance to a non-academic audience, in this rapidly changing world.

To set the context for how we are ad-

the history and growth of the journal; how its audience and focus have changed. We provide some core operational statistics and an overview of the board structure that can help the reader understand the unique features of AJE. In particular, as the journal has moved into the online world, the work of the editorial staff has shifted in response to a need for a great-

er focus on translating or communicating -

diences. This has meant a considerable foray into the burgeoning grey areas of publishing in online and social media out-lets. We end with a discussion of how our journal, and other academic organs, must navigate the role of social media in bridg-ing the gap between information that in-forms practice and debate, and informa-tion that is highly esteemed in academic communities.

2. HistoryThe American Journal of Education

(AJE) has a long and rich history chron-icling and impacting the work of educa-tional research in the United States. In 1893, Jacob Gould Schurman launched the School Reviewacts as president of Cornell University. Despite a large number of educational journals in existence at the time, only two focused primarily on the emerging interests surrounding secondary edu-cation, The Academy and School and College. When both of these journals ceased operation, Schurman noted there

-ondary education. He proposed that the new educational journal’s target audience focus on practitioners (principals, super-intendents, and teachers) and others in-terested in the academy’s contribution related to the high school.

The School Review’s-

panding its reach beyond the parochial in-

coast academia. Cornell University sub-


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costs while readership grew to sustain-able levels. By 1896, School Review moved to Chicago with editor Charles Thurber, a contemporary of Schurman, who began a partnership with the University of Chicago. The new connection with the University of Chicago bore fruit quickly, with faculty member John Dewey writ-

School Review’s

Chicago Press (Dewey, 1896).

By 1900 the School Review had a high circulation relative to other jour-nals at the University of Chicago Press and was positioned alongside other top U.S. educational journals (Wechsler, 1979, p. 92). What had started as a re-gional educational journal in upstate

-cation. Efforts to entice readership and bring gravitas to the journal focused on their practitioner audience, delivering an impressive amount of content, contribut-ed by geographically diverse authors, on prescient topics, perceptive of their au-diences’ interests. John Dewey assumed editorial responsibility between 1901 and 1902, during which time the School Review boasted 850 pages of content, de-livered in 10 monthly issues annually. In aligning with contemporary publications, School Review promoted its special top-ic issues (athletics, commercial educa-tion, and school architecture), its foreign correspondents, and a robust number of published articles and book reviews representing the work of researchers from thirty North American colleges and from teachers in twelve states (Wechsler, 1979, pp. 93, 86-87).

The primary competition of School Review Educational Review, published through

School Review differentiated itself from Educational Review by focusing primar-ily on the secondary education niche. A more substantial distinction, however, is the different audiences that each journal focused. School Review focused primarily on connecting educational practitioners

whereas Educational Review chose a more academic audience. It was a true review, in that it contained «comment, opinion, and information, as well as schol-arship germane to its broad constituency» (Wechsler, 1979, p. 94). As such, School Review’s articles contained lighter con-tent, addressing the real-world challeng-es and concerns of educators, leaving the headier considerations to the Educational Review.

By the 1920’s School Review began publishing copious amounts of empirical studies and endeavored to convince ed-ucational leaders to apply education sci-ence in the classroom setting (Wechsler, 1979, p. 98). Additions of theoretical studies in the 1940’s also note an import-ant shift in journal content (Wechsler, 1980, p. 229). Despite a shift to a more research-rich content, School Review re-mained the most read and most helpful journal by school principals (LaPoe, 1927). Through numerous editorial changes and

of education, the School Review’s contin-ued to function as a review, and as such, maintained its broad and numerous read-ership (Wechsler, 1979, p. 103).


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School Review underwent several shifts in focus between the mid-1950s and

editorial heads as well as shifts in chan-nels of dissemination of published re-search. Each shift represented a reaction

from the practitioner audience espoused to be a central focus of the journal. By the mid-1970s, it was clear that the School Review’s substantial audience of teacher- practitioners faded away (Wechsler, 1980, p. 234).

By 1979 the School Review’s subscrip-tion base had plummeted to pre-1969 levels, necessitating decisive action. In an effort to leave behind the practitioner- focused legacy of the review, in Novem-ber 1979 it was renamed the American Journal of Education (Wechsler, 1980, p. 236). This name change formalized theshift of the journal toward an academic audience and acknowledged the impor-tance of positioning of the publication as dissemination of academic writing increased in complexity. A second crisis occurred in the late 1990s when, in the wake of the University of Chicago’s de-cision to close its education department, editorial support for the journal was im-periled.

A team of scholars organized by William Lowe Boyd entered a success-ful potential to take on the editorship of the journal. The goal, as he wrote, was «to renew and revitalize AJE while con-tinuing its mission as one of the premier

tion» (Boyd, 2004, pp. 105-107). This period, as Boyd noted, was one in which social institutions like public education

were under attack, and the impacts of globalization on American society were slowly being realized. It marked a sig-

terms. As Boyd wrote: «As we relaunch AJE, we invite our readers to submit manuscripts to our journal that deal

facing education today, not just in the United States, but internationally, as the world becomes an increasingly “glob-al village” facing increasingly complex issues» (2004).

The historical challenge of the jour-nal has been to bridge the gap between academic and practitioner knowledge in ways that meet the demands of the times. The practitioner audience of School Review helped to distinguish the journal

its early history, a notion which has rele-vance to today’s market for academic jour-nals interested in growing the subscriber base. The connection between content, audience, and factors that relate to the

to consider in light of the quick speed and myriad of channels by which information (academic information in particular) is shared.

The historical legacy of the journal still shows through today as the list of most accessed articles in all years in-cludes a 1903 article by Lewis on «Method of Teaching English Literature», the 1913 article by Judge on «The Mean-ing of Secondary Education», Bobbitt’s 1920, «The Objectives of Secondary Education», and Forman’s 1903 «Aim and Scope of Civics». Historically, the


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read in history of education classes— is the Report of the Committee of Ten by Mackenzie in 1894. This committee of educators reported on standardizing the American High School Curriculum to include English, Mathematics, History/Civics to every student in every academic year in secondary school.

3. Focus and AudienceOf the core educational journals iden-

-al Research Association (AERJ, EEPA, ER, and RER). Three, AJE, Harvard Education Review and Teachers College Record are independent journals —i.e. journals owned or managed by publisher, not by the association. In AJE’s case, the journal is part of the University of Chica-go Press’ holdings, although it is housed and managed at the Pennsylvania State University. This means that the editori-

journal is considerably different from journals like AERJ.

How is this salient? Unlike most as-sociation journals, the editorship of AJE

the editorial board members terms set. This means the journal has low editori-al turnover over time, which diminish-es instability in terms of journal focus and the handling of reviews, but also means the journal needs to be continu-ally reaching out to new board members and reviewing the work of existing board members. The responsibility for ensur-

the current board, and not a publica-tions committee elected to or appointed by an association.

Association journals typically have more resources and can support more active production schedules. AJE re-ceives support from UCP and the College of Education at Penn State. In sharp contrast, AERA has contract-ed with a global corporation —Sage Publications— to provide production support for their journals. The size of the publishing house supporting the journal is one factor that may impact the function and distribution of the jour-nal. For example, AJE’s physical output in total printed pages averages roughly 650 pages over four volumes compared to AERJ at 1500 pages over six volumes annually. This order of magnitude dif-

as we will discuss below. AJE also relies on UCP’s outreach efforts to distribute the journal equitably within the global context.

4. OperationWhen the journal moved to Penn

State in 2008, a special board structure and set of policies were initiated by Boyd to promote the quality of the journal. A two-tiered board structure was used with the senior associate editors all residing at Penn State and the editorial board or advisory board drawing on national-ly and internationally recognized schol-

(which closely paralleled the decisions


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made when the name change occurred to shift the focus of the journal to a broad-er, multi-disciplinary audience). In or-der to guard against the journal’s being perceived as a Penn State Journal senior associate members and their colleagues were not permitted to submit articles. After several years, this policy was re-viewed, and it was decided that the jour-nal’s reputation was sound enough to re-scind this prohibition.

The internal structure of the board was also revised. The two-tiered edito-rial system was abolished, and a singled board of associate editors was created. An external advisory board was retained, but a policy of three-year review was es-tablished. That is, every three years, the editorial board conducts a review of ad-visory board members work and decides on renewal. The editorial board has also been expanded to scholars outside of Penn State, and now consists of scholars from several universities. During this period, a student editorial board, a goal

-lished.

4.1. Base statisticsIn its current form, AJE is organized

into quarterly print issues. It publishes roughly 20 research articles and 8 book reviews annually. The articles in the journal are well cited in comparison to

year average of 1.99 citations per article (Scimago, January 2018) placing the jour-nal 33 out of over 1,000 education jour-nals tracked and an h-index of 40, which means the journal is at 133rd place within

all the journals ranked by Scimago. While we recognize the widespread use of these statistics, we have considerable reserva-tions about their use which we will dis-cuss in the following section and explain these and other tools we use to assess the journal’s impact on academic and non- academic readers.

Arguably a more important impact characteristic is measured by how many articles are accessed electronically. Be-tween 2015-17 the number of individual accesses to articles in the electronic ver-sions was close to 400,000. The vast ma-jority of AJE subscribers are comprised of institutional partners purchasing electronic licensing to the journal, with individual subscribers maintaining a small but steady proportion of the total circulation base, i.e. about 32% of paid subscribers get print with their subscrip-tion. The overall circulation has aver-

years.

In terms of global access and inter-national engagement, AJE receives man-uscripts from around the globe. In 2017, we received submissions from 49 nations outside the U.S. The largest number of submissions came from Iran and Turkey. Like other major education journals,

either of poor quality or are on topics that would not engage a broad readership. In terms of international access to journal content, UCP engages in a program that provides institutional access to qual-ifying institutions in low and middle- income countries around the world. About 3,262 eligible institutions that were registered to access UCP journals


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in 2016 via this program, thus providing increased access to many who could not otherwise afford it.

4.2. Academic production and qualityThe roughly 20 articles that AJE pub-

lishes annually go through a highly se-lective process, with just under 10% of all submissions making it to print, i.e. the overall acceptance rate (the percent of manuscripts that are eventually pub-lished) is less than 10%. This seems on par with the other core journals in the

at the yearly AERA meeting of editors. Each article that is sent out for review re-ceives a minimum of three peer reviews in a double-blind process (e.g. reviewer and author are not known to each other). Reviewers are selected by senior editors after an initial reading of the manuscript and discussion by the senior editors. In

-

are warranted, the editors will reach out to consult with members of the advisory board.

In 2017, it took about a month, on average for authors to receive an initial decision on their manuscript. The length of time for response is, of course, highly dependent on reviewers completing their

reviews on time. In 2017, we drew on the services of nearly 500 separate review-ers, who averaged about one month to complete their review (starting from the date the invitation was sent out). All cor-respondence and decisions are tracked in Editorial Manager, the manuscript sub-mission system used by UCP.

AJE publishes on a broad range of top-ics and across the Pre-school to Profes-sional spectrum of education. There were slightly more manuscripts on tertiary education than on primary education in the last decade, but we do not have any quotas for levels. In terms of topics, it is

more or less common. In the initial years of the journal’s management at Penn State we struggled to create a database of reviewers with certain topic exper-tise. We drew on the list that AERA had generated and attempted to use to link scholars with similar interests. How-

system as the number of terms makes it unwieldy, and because authors may exhibit great variation in how they cat-egorize their work. A general report on topics show that no one topic dominates and manuscripts are evenly distribut-ed across a broad range. More details of the topics of interest and levels can be seen in Table 1.

TABLE 1. American Journal of Education publication overview, 2006-2016.

Top Interests Frequency

Higher Education 13%

10%


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Top Interests Frequency

Secondary Education 10%

Public Schools 8%

Elementary Education 7%

Top Subjects

Policy 4%

Curriculum, Design, Evaluation and Policy 3%

Academic Outcomes 3%

Achievement 3%

School/Teacher Effectiveness 3%

Top Populations of Interest

Teachers 18%

Minorities 12%

Adolescents 11%

At-Risk Students 11%

Children 10%

Source: Own elaboration.

Authors are asked to keep their man-uscript submissions to 10,000 words, excluding tables, references and fig-ures. We are typically quite strict with this requirement, and it sometimes means that an author must make a fi-nal revision to reduce the manuscript once the reviewer concerns have been satisfied. We do publish special issues, which are included within the yearly print allocation from the Press. Edi-tors who wish to propose a special is-sue must submit a proposal for the full editorial board to review. If accepted, the guest editors work with the editors

to select reviewers, but the handling of reviews and final editorial decisions on acceptance are retained by the AJE editorial board. We have tried to limit the number of special issues to no more than one per year.

The electronic access system allows the editorial team an alternative way

we feel this is an important counter bal-ance to impact factor analysis. See Ta-ble 2. The amount of times an article is accessed, we feel, is a better indicator of the broader policy and practitioner audiences that might make use of the


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academic material. For example, Doris Santoro’s piece on teaching has garnered broad media attention that would not be

-tions.

TABLE 2. Top 5 Most Accessed Articles, 2011-2017.

Rank Article

1 pursuit of good work. American Journal of Education, 118 (1), 1-23.

2

Change. American Journal of Education, 122 (3), 295-302.

3 Park, V., & Datnow, A. (2017). Ability grouping and differentiated instruction in an era of data-driven decision making. American Journal of Education, 123 (2), 281-306.

4 Roda, A., & Wells, A. S. (2012). School choice policies and racial segregation: Where White parents’ good intentions, anxiety, and privilege collide. American Journal of Education, 119 (2), 261-293.

5 Coburn, C. E. (2016). What’s policy got to do with it? How the structure-agen-cy debate can illuminate policy implementation. American Journal of Education, 122 (3), 465-475.


More recently, we have attempted to understand how different networks of scholars, policy makers or practitioners make use of our articles. By examining

their own works, we can get a sense of what topics are of interest to those who cite articles in AJE and how those topics are related. This, we feel, is a promising

-ter track how different educational topics are connected in the academic literature, and what changes may be taking place over time.

Graph 1 shows a co-occurrence map of keywords from published articles that notes difference in topic prominence and linkage to other terms. Student achieve-ment, accountability, and policy stand as the most frequent keywords. These terms are most frequently coupled with teachers and classrooms, forming a dis-tinct cluster. Interestingly, race, quality, choice, and involvement form another distinct cluster of articles that use the same constellation of keywords, followed by a third cluster connecting academic achievement, inequality, mathematics,


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and elementary. These groups provide a window into the type of articles that have been most often published by AJE over the past 5 years, and we are continuing

to discuss how these topic occurrence an-alytics might inform how we as editors

-ent interest groups.

GRAPH 1. Keyword Co-Occurrence in the American Journal of Education, 2012-2017.

a normalized fractionalization algorithm for linkages with node distance indicating related-ness of co-occurrences (Eck & Waltman, 2014). Article metadata culled from Web of Science covering AJE publications from 2012-2017.

Another set of analyses we have re-cently undertake looks at how author networks appear, see Graph 2. Even within the academic community, schol-ars may become insular in their search for new publications, and a relatively

sphere of inquiry. For example, AJE has published several articles that cluster around the same idea or theme, such as social networking and school reform. Graph 2 below groups AJE publications


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citations, known as bibliographic cou-pling. This indicates how similar authors are in terms of the citations they use in their own work, as an indication of close-

Waltman, 2014). Notably, seven main groups of bibliographic coupling may be

existing closely together and drawing heavily from Spillane (2015) and Moole-naar (2012).

GRAPH 2. Bibliographic coupling in the American Journal of Education, 2012-2017.

Source: Figure generated by co-occurrence of bibliographic citations from articles published by AJE from 2012-2017, clustered according to a normalized fractionalization algorithm for linkages with node distance indicating relatedness of co-occurrences (Eck & Waltman, 2014).

we use this knowledge to recommend core research from one grouping to others?

and even small advances in their special-ty may be rapidly cited, thus offering the potential for higher impact factors but decreasing the number of scholars, over-

all, who view this research. Given that our journal seeks articles that are likely to be of interest to a broad audience, can knowledge of this clustering help us bet-ter direct tweets or Facebook posts about articles to reach more diverse audiences? We have no concrete results from these assessments to date but continue to dis-cuss how to best use these kinds of data.


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5. Challenges and opportunitiesIn this section we will outline what

of education. We will begin by returning to a discussion of the core issue of quality and impact. We then discuss challenges presented by increased dissemination of articles on sharing sites, the open access movement, and other issues related to the distribution of academic knowledge. We see these as issues that pertain to

and as such AJE is one of many jour-nals that face these challenges. We also see that these challenges will move jour-nals to be more explicit in their state-ment and enactment of ethics. Finally, we provide a brief overview of a major innovation —the AJE Forum— what we initiated some years ago. We believe this kind of forum has the ability to ad-dress some of the concerns over access and usability that are of concern for the

5.1. Measuring the impact of AJEAs we noted above, historically im-

pact factor (IF) has been used to indicate the status of a journal and provided a means for comparison across publica-tions. Although much has been written on this issue, we will use Sebire (2008) as a reference point: «The IF is calculat-

1 and 2 divided by the total number of

2» (p. 843). Alternatively, the h-index —which focuses on «h» number of papers

which all have «h» number of citations— has also been a popular assessment tool as it can be calculated for both individ-uals and journals (Sebire, 2008). While these two key measures have noted pur-pose and value, developments in how in-formation is accessed and promoted have subsequently demonstrated a need for additional creative measures of assess-ment.

As editors, we are keenly aware of how much cachet impact factors have come to have in academic educational research in the U.S. Many aspiring scholars list the impact factor of the journals their articles are published in on the curriculum vitae they submit for promotion and tenure. As noted above, simple volume of pub-lishing can improve impact factors; given the limitations already evidenced in the

skeptical. Although we applaud attempts to make impact factor analysis more pre-cise, the IF is too limited in time, from our perspective to be a driving statistic. We have made editorial decisions which we believe may not boost our IF, but we feel are likely to contribute to the long-term quality of the journal —which is

of h index, or a review of citations over time.

For example, see Graph 3. Using the Web of Science database, we tracked the number of citations for AJE for roughly the last 20 years. While there is year-to-

trend from 2008 onward. This sharp upward trend in citation is co-terminus with the founding of the AJE Forum, a


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key innovation we discuss below. While we do not have data that can empirical-ly test the link between AJE Forum ac-tivity and increased citations, anecdotal

-

gest that the coverage of topics provided in AJE Forum has indeed resulted in the work of the journal being cited more fre-quently.

GRAPH 3. Total Citations: AJE 1997-2016.

Source: Web of Science, 2018.

5.2. The impact of social mediaOperating within a contemporary

editors are now faced with determining what they can do to more clearly assess the impact of their journal on practice and policy. According to Cosco (2015): «There has been increasing use of alter-native means of quantifying journals’ impact, notably using the Altmetric sta-tistic, which conglomerates an article’s social media presence through blogs, news outlets, Facebook and Twitter» (p.1353). Moving beyond citation analy-

-pact —both scholarly and social— is a growing area of interest across multiple academic disciplines.

Recent studies on this topic have focused on a range of topics and social media platforms. A study by Evans and Krauthammer (2011) examined the impact of social media on the cita-tion counts of PubMed journal articles posted through Wikipedia. The research and analysis presented by Evans and Krauthammer (2011) indicated that journal articles posted via Wikipedia

than when tested against a random sample of PubMed journal articles not posted through Wikipedia. In this study, Evans and Krauthammer (2011) also drew attention to the timing of social media posts against article publication dates indicating that the coordination of


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these dates matters. A closer look into the construction and timing of social media content related to journal articles was further articulated in a study by Eysenbach (2011) which focused on the Journal of Medical Internet Research (JMIR) and Twitter. In this study, Eysenbach (2011) collected tweets re-lated to 55 articles released in 2009-10, eventually drawing a comparison be-tween the social media impact and cita-tion data gleaned from Scopus and Google Scholar at least 17 months post-publica-tion. Eysenbach (2011) concluded:

Tweets can predict highly cited ar-

publication. Social media activity either -

lying qualities of the article that also pre-dict citations, but the true use of these metrics is to measure the distinct concept of social impact. Social impact measures based on tweets are proposed to comple-ment traditional citation metrics. The proposed impact factor may be a useful and timely metric to measure uptake of

time (p. 1).

The predictive quality of social media is reiterated in an ecological study by Cosco (2015) on medical journals which examined the relation between scientif-ic merit and the number of Twitter fol-

as journals (not individuals or publisher accounts) to include in the study sam-

a journal’s Twitter following, stating: «With the exception of a few outliers, most journals had Twitter followings that corresponded with their impact fac-tor and citations» (p. 1357). Interesting-ly, Cosco (2015) noted that Twitter was under-utilized with less than 30 percent of medical journals having an estab-

time of the study.

5.3. Academic impact and broader utilityOne of the challenges to the manage-

ment of an academic journal is balancing the purpose to publish high quality re-search while making the research of use to practitioners, policy makers adminis-trators or even community activists who seek change in education. The irony that a century ago the School Review was large-ly ready by administrators is not lost on us. But, we believe this is symptomatic of

in education, not something that is specif-ic to AJE. Seeing our, and other journals,

methods and a need for clear, general re-porting on data, we struggle with how to weigh the quality and importance of arti-cles and journals in an age of electronic access (Case, 2005).

The rise of the open access movement and the proliferation of websites that provide free access to academic articles

of education, but the whole endeavor of academic publishing. The issues are com-plex. Increasingly, a number of academ-ics are questioning the traditional prac-tices of free-peer reviews and editorial


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management of journals, especially in cases where journals are owned by pri-vate corporations, as opposed to univer-sity presses or academic organizations. As we noted above, large corporations like Sage and others have acquired more and more academic journals in education. According to their websites, the follow-ing major publishing houses together own hundreds of educational journals: Blackwell-Wiley (98), Routledge (267) and Elsevier (68).

These publishers charge substantial fees to institutions for electronic access to journals; without access to an insti-tutional account, individuals must pay

access structure has led many research-ers to support OER (open educational resources) such as Research Gate and Academia.edu to provide free access to their articles. The push for open access to academic content and the ability to access content through various means has an initial appeal of making infor-mation available to all. But, there are always costs, and the work of providing highly research, peer-reviewed studies is considerable. The support for many small academic journals resides in de-partments and universities that under-write their publication, but few of these have the resource to provide long-term support (e.g. decades) of the publica-tions.

We also recognize the allure that Academia.edu and other sites have as a networking tool, particularly for young scholars eager to disseminate their work. The growth of these networks proffers a

«no-cost access» to licensed journal arti-cles that poses a substantial challenge to

-nals as we know them today. This shift opens the possibility of multiple versions of an article being cited, and also of the long-term viability of these websites to warehouse and maintain their databases of articles. It has also led to the creation of online only journals and «wiki» style journals.

increase of «predatory» journals in edu-cation —journals that require payment for submission and publication. Lists of such journals have circulated informal-ly within education. As this article was being written, news reports stated that Cabells was compiling a pay-to-access list of academic journals with question-able practices. But the underlying di-lemma, as we see it, is that both OER sites and publishing houses essential repackage a resource that has consid-erable costs to produce. The industry of academic publishing is clearly prof-

from what is essentially «free labor» in the form of peer reviewers and the willingness of public institutions (e.g. state-supported university libraries) to pay considerable fees.

As we survey the larger forces affect-ing academic publishing and the future

looking more closely at issues of ethics as we develop a more systematic process for operating the journal. The standards of ethical research cannot be assumed —especially as the publishing reach


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expands to a broader range of research-ers within the United States and global-ly. Increasingly, journals are providing a statement of their ethics, and requiring researchers to provide evidence of IRB approval for publications that use data involving human subjects. COPE (https://publicationethics.org/) is routinely cit-ed as major source of models for ethical publishing and journal activities. COPE provides a manual of conduct for editors

-al processes (https://publicationethics.

). We have

created a committee to review our guide-lines and help the senior editors consid-er important questions about our role in monitoring and enforcing ethical behav-ior in research, especially research that takes place in schools with young chil-dren.

5.4. Key innovation: AJE Forum Student Forum

To increase visibility of the journal and to draw more readership to the online version of the journal, in 2007 the manag-ing editors of AJE launched the American Journal of Education Forum, an online platform associated with the journal that published brief, relevant articles on time-ly topics in education. A key aspect of the outward facing platform was to publish short pieces that did not require advanced

by rigorous underlying scholarship. With-out any need for a subscription, the AJE Forum began as a way to disseminate quality educational scholarship to the public directly.

A second component was that the AJE Forum would be run by a student board. Made up of graduate students from across the College of Education (and now including multiple institutions worldwide), the student board began as a group to manage the AJE Forum website and content, but quickly evolved its own standards for publishing. The board now has an internal blind peer-review pro-cess for web content. This both enforces quality standards, and also gives nascent scholars an opportunity to learn about and improve their skills in reviewing. AJE Forum essentially claims a niche in the information marketplace where-by content built for public dissemination and access is connected with academic research.

This model is different from that ad-opted by many journals today, i.e. that the website is simply the journal on line. Material posted on the AJE Forum is not intended to replicate the journal content nor be self-contained research. Rather, most of the postings are summaries, ex-amples, and opinions on literature estab-lished either in the American Journal of Education itself, or from other peer-re-viewed sources. In this sense, it is often both secondary commentary on educa-tional issues, as well as a promotion tool to guide readers towards research. Given an increasingly crowded market for pub-lishing outlets, the AJE Forum acts as a means to reach a wider, more diverse au-dience of readership.

Currently, the Student Board is com-prised of 15-20 doctoral students from around the world, organized into three subcommittees focusing on content


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creation and direction, technical publi-cation and management, and promotion and awareness. While the activity of the AJE Forum board varies, members are typically responsible for publishing one to two articles monthly, reviewing and edit-ing submitted pieces, and promoting new article posts through social media and at various conferences.

While a major purpose of the AJE Forum was to help raise awareness about AJE through a broader reader-ship, the AJE Forum postings are of-ten decoupled from the content of AJE. Journal article authors are invited to promote their work by offering a more public-facing AJE Forum piece, but the frequency of these types of submissions are currently low. This is one area we seek to support and increase. In addi-tion, the student board is examining ways to promoting forthcoming publi-cations in the journal. One idea is for the AJE Forum to focus on topics that are more directly link to pieces in press. This could be a beneficial opportunity that has the potential to directly affect the number of article downloads and in-directly influence AJE’s impact factors.

Content from the both AJE and AJE Forum is promoted through several social media platforms. Facebook and Twitter are the two social media plat-forms most commonly used in the past few years (with profiles also set up with LinkedIn and Instagram). Taking into account the opportunities and limita-tions of each platform, postings are spe-cifically tailored. For example, a post on Facebook permits a larger amount

of text than a post released via Twitter. For a Facebook post, members of AJE Forum typically include the title of the piece, list the authors (tagging them with possible), pull quotes or questions from the manuscript, and include a link to the article. For a Twitter post, which is more limited in the number of char-acters, the design of the post includes the title of the piece, listing the authors (tagging when possible), and includ-ing hashtags that speak to the content of the post. With the Facebook and Twitter platforms, hashtags are fre-quently used to signal a connection with the Journal and the Online Forum (#AJE and #AJEforum are our most commonly used hashtags). Having a pic-ture included as part of a post —across all of our social media platforms— has had a positive impact on a post’s pop-ularity and corresponding reach. Being able to tag an author, which is only pos-sible when that author has an account on that specific social media platform, can also be very influential in the reach of a post.

There are some simple steps that journals can take to develop awareness of their social media impact. Members of AJE Forum monitor data provided by Facebook (referred to as «Insights») to get a sense of data points like the num-ber of page views, page likes, people reached, post engagements, and page followers. Similarly, members of AJE Forum use analytics data from Twitter (https://support.twitter.com/articles/ 20171990) to monitor the number of tweets, tweet impressions, profile vis-its, and followers. At the start of De-


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cember 2017, the American Journal of Education Facebook page had over 1,500 followers and page likes. Posts can vary in popularity; a less popular Facebook post typically reaches just over 100 people, while a popular post can easily reach around 1,000 peo-ple. At the start of December 2017, the @AJEForum Twitter account had 772 followers. Auto-generated monthly summaries of the @AJEForum Twitter account additionally highlight the top tweet, top mention, and top follower. Typically, within any given month, @AJEForum will have roughly between 1,000-3,000 impressions. In November 2015, March 2016, and April 2016 a series of Twitter chats drove up the number of impressions to over 15,000 for each of those three months.

6. ConclusionIn a world where demagogues, «dark

money» teams and subversive political operatives can rapidly and directly dis-seminate «information» to mass popula-tions, how does a mere academic jour-nal respond? As editors we are deeply concerned about how fast «information» moves in online media, and the impact this may have on educational reform de-bates, policy formulation and ultimate-ly practice in schools. We also see that many actors —from local parents to state policy makers— deeply care about get-ting information that is well-researched and not created merely to support an ideological position. How can a journal —bound by academic quality restrictions that mean a slow production time and

often ponderous language— make itself relevant?

We have watched as alternative ac-cess sites have become more commonly used, and the creation of mass «trans-lational» sites —such as The Conversa-tion— weigh heavily on public debate.

scholarly data and analysis to a more general audience that does not under-mine the ability of our journal to sustain its quality of scholarship. Our efforts to engage with and analyze the journal’s impact with alternative measures is, we hope, a good start at operating in the «grey» area that exists between the rig-orous demands of peer-reviewed articles and posts on a Facebook page about the local charter school debate. What seems abundantly clear to us is that academics can no longer retreat to the position that they only need concern themselves with

-mation technology makes it too easy to

information networks with questionable material.

We currently see the need to invest increasing resources to support the translation and promotion of the work of our authors. The duties of a journal editor to seek out rigorous research and assure a high-quality peer review pro-

articles will be read and information disseminated beyond a small sphere of scholars. We see the need for support-ing some kind of translational process where material that is written explic-itly for a broad audience shows how a


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-bate, reform movement or practice. The production of this material must itself be both rigorous in quality and timely. This means that pieces must be contin-ually written that remind (and relink) the readers to seminal work that has been done but re-contextualize that work.

Academic journals serve a powerful function of preserving a stable record in a world of transient websites, but if no one accesses the knowledge that is archived, what end does it serve? As competition for academic positions in research uni-

-come more specialized, research articles run the risk of becoming too abstract in method, or arcane in theoretical nuance, to have any value in a classroom or leg-islative assembly. To successfully make rigorous educational studies pertinent to broader audiences appears twofold. First, journals will need to «translate» pa-pers with increasingly complex methods in ways that can make them accessible to a general audience. Second, the ongo-

of study means that authors and editors alike will need to make special efforts to demonstrate the broader relevance of ac-ademic articles.

The translational task goes beyond a simple «re-packaging» of academic content. We see that the work of edu-cational research journals will increas-ingly need complementary or subsidiary organs that maintain high academic standards but operate at speeds and in mediums that tap into the information stream the general public accesses. Lan-

guage itself is a limiting factor: the con-

small number of pre-dominantly North American educational journals in a glo-

-tions about language hegemony and ethnocentrism in the global context of knowledge production (Altbach, 2007).

-vative ways to communicate across lan-guages, and across increasingly special-

Communication —an interaction of ideas— will be needed if academic articles are to be broadly relevant. Journals like AJE once served as the primary means

practitioner and academic audiences. To meet this need in the current world will require sites that allow feedback, com-ments and questions from many read-ers. This feedback would allow many to assess and articulate the relevance (or lack of relevance) of particular articles

or reform. Such dialog, we hope, would work to make research more relevant by

«impact».

Notes1 http://www.scimagojr.com/journalrank.php?area

=3300&category=3304. Consulted on 1/21/2018.

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Author’s biographiesGerry Le Tendre is a Professor in

Educational Leadership at The Penn-sylvania State University and Co-Editor of the American Journal of Education. He also serves on the editorial boards of Educational Researcher and the Interna-tional Journal of Teacher Leadership. He previously served as an Assistant Editor at Comparative Education Review and the editorial board of Sociology of Edu-cation.

https://orcid.org/0000-0003-3737-4324

G. Eric McGinnis is a PhD student in Educational Theory and Policy and Comparative and International Educa-tion at The Pennsylvania State Universi-ty. He serves as the Managing Editor for the American Journal of Education. His research interests include non-formal ed-ucation, the World Scouting Movement, and the theatre arts.

https://orcid.org/0000-0002-7541-8204

Dana L. Mitra is a Professor of Ed-ucation Policy Studies at The Pennsyl-vania State University. She is Found-ing Editor of the International Journal of Student Voice and Co-Editor of the American Journal of Education. Dana has published over 30 papers and two books on the topics of student voice and civic engagement.

https://orcid.org/0000-0003-1649-5995

Rachel L. Montgomery is a PhD candidate in higher education at The Pennsylvania State University. She is


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an American Bar Foundation/AccessLex Institute Doctoral Fellow in Legal and Higher Education, and previously served as a managing editor for the American Journal of Education. Her research ex-plores varied approaches to executive-lev-el leadership. Her dissertation focuses on co-deanships in US law schools.

https://orcid.org/0000-0001-7577-552X

Andrew Pendola is a PhD, recent graduate of the Educational Theory and Policy program at The Pennsylvania State University, and an incoming As-sistant Professor of Educational Leader-ship at Auburn University. He currently serves as Managing Editor for the Amer-ican Journal of Education, and his re-search focuses on labor market dynamics for educators.

https://orcid.org/0000-0002-3726-4072

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Revistas de investigación educativa: una visión parcial desde el Reino Unido

Educational research journals: a partial view from the UK

Dr. William Baker. Profesor titular. Cardiff University, UK ([email protected]).Dr. Mark Connolly. Profesor titular. Cardiff University, UK ([email protected]).

Resumen:

British Educational Research Journal en particular.

-

--

-

--

Descriptores: --

British Educational Research Journal.

Abstract:-

British Educational Research Journal in particular.

-

Keywords:British

Educational Research Journal.

Educational research journals: a partial view from the UK. Revista Española de Pedagogía, 76

William BAKER y Mark CONNOLLY

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1. IntroducciónEl presente trabajo se centra en las

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to impor revista española de pedagogía -

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-British

Educational Research Journal -lante, BERJ -

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BERJ

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BERJ

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consecuencia, presenta retos para los ac-

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2. Antecedentes de la revistaBritish

Educational Research Journal -

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BERJ

BERJ -

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BERJ es la

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BERJ, la British Journal

of Educational Technology The Curriculum Journal Review of Education

BERA Blog Research Intelligence -

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Las publicaciones como BERJ son im-

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BERJ

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Investigación Pedagógica

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3. BERJ hoy en díaBERJ

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--

-números es-

peciales

BERJ

TABLA British Educational Research Journal

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2016-2017

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Educational Researcher American Educational Re-search Journal

BERJ ---

como The Philosophical Review

BERJ presen--


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años, los Factores de Impacto -

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BERJ

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BERJ

BERJ -

British Journal of Educational Technology

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--

-BERJ reciba menos

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Educational Researcher

TABLA

País Número %

Australia

España

Israel


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a BERJ -

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BERJ

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BERJ

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nativos digitales--


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4. Asuntos fundamentales y retos a los que se enfrentan las revistas de investigación educativa

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-car las posibles barreras para cambiarlas.

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5. Pedagogía, desigualdad y revistas

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Conversación Uno

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ibíd

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-Conversación Uno suele

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ibíd-

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-Conversación Dos. El

Conversación Dos-

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ibíd -

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ibíd

para mejorar los problemas sociales actua-

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Conversación dos en las BERJ

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Journal of Education Policy -

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Notas1 No obstante, debemos aclarar algunas cuestiones

antes de continuar. Nos ofrecieron la oportunidad de escribir este artículo como coeditores de British Educational Research Journal (BERJ), que es el buque insignia de la Asociación Británica de Investigación Educativa (BERA). Durante cinco años, fuimos coe-ditores de la revista junto con nuestros colaborado-res de la Universidad de Cardiff. Sin embargo, a par-tir del 2018, dejamos de ser editores. Las opiniones que aparecen en el trabajo son nuestras y, por tanto, no reflejan ni la visión de la BERA ni de BERJ.

Referencias bibliográficas-

-British Edu-

cational Research Journal. British Educatio-nal Research Journal, 44


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British Education Research Journal, 32

Education - An anatomy of the discipline: Rescuing the university project.

-Journal of

Education Policy, 27

British Educational Research Journal, 36

Don’t Let ‘Conversation One’ Squeeze Out ‘Conversation Two’

An Engine, Not a Camera.

British Educational Research Journal, 36

British Education Research Journal,

--

cation. British Educational Research Journal, 4

Why education needs working papers

Monitoring the Transition to Open Access.

Monitoring the Transition to Open Access.

The BERA/SAGE Handbook of Educational Research. -

Biografía de los autoresWilliam Baker

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-

British Educational Research Journal

British Journal of Sociology of Education.

Mark Connolly--

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William Baker, PhD. Lecturer. Cardiff University, UK ([email protected]).Mark Connolly, PhD. Lecturer. Cardiff University, UK ([email protected]).

Abstract:This paper is about educational re-

search journals in general and the British Educational Research Journal in particular. In this paper, we discuss some of the aims of educational research journals and several the challenges facing them; we also identify various ways in which journals could consid-er doing things differently. Two issues are of

accessibility of educational research in an era of rapid technological change and the rise of Open Access publication models. The second is to do with the mission of education journals in relation to long-standing and pervasive educational inequalities.

Keywords: education research journals, open access, inequality, publishing, British Educational Research Journal.

Resumen:

el estudio de las revistas de investigación educativa en general y de la revista British Educational Research Journal en particular. En este trabajo, discutiremos sobre algunos de los objetivos de las revistas de investiga-ción educativa y sobre varios retos a los que

-remos distintos modos en los que las revistas podrían contemplar la opción de hacer las cosas de otra manera. Por otro lado, hay dos asuntos que tienen una importancia singular. El primero trata sobre la accesibilidad de la investigación educativa en una era en la que somos testigos de una evolución rápida en la tecnología y del incremento de modelos de publicación de acceso libre. El segundo está relacionado con el objetivo de las revistas pe-dagógicas con respecto a las desigualdades educativas dominantes y de larga tradición.

Descriptores: revistas de investigación edu-cativa, acceso abierto, desigualdad, publica-ción, British Educational Research Journal.

William BAKER and Mark CONNOLLY

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1. IntroductionThis paper is about educational re-

search journals. It says something about what they are for, what they do, and how they might be better. Let’s begin with some of the goals education researchers might be committed to: generating knowl-edge about education and learning; sup-porting the work of teachers and educa-tors who go into the classroom every day to teach our children; providing the high-est quality evidence to policy-makers to inform public policy; tackling educational inequalities and the injustices associated with them. If we are committed to some, all, or any of these goals, we should con-sider the extent to which educational re-search journals help to realize them. A worry for many is that in relation to such goals, existing journal publishing models —that have predominated for so long—

Thankfully, in recent years, education-al research journals and organizations have explored new ways of communicat-ing and connecting with their various publics, particularly in light of rapid tech-

of electronic publishing and social media platforms. Such changes have raised im-portant questions for journals. What are they for? Who are they for? How can we

-ing on the mission of journals is an im-

important milestone in the history of revista española de pedagogía: its 75th year anniversary. Given how easy it is to slip into parochialism, it’s particularly valuable to be able to place these issues in comparative perspective1.

We begin this paper by providing some background to British Educational Research Journal (hereafter BERJ) and its connection to the British Educational Research Association; their histories are intimately related, as are their missions. Highlighting this relationship brings into focus how journals are not simply a means of sharing research and knowledge; they play an important role in helping to de-

-searchers’ own disciplinary identities. BERJ has played a key role in the proj-ect of establishing educational research as a distinctive discipline in the UK. It’s therefore important to consider the role of journals in the contentious political life of academic disciplines.

We then provide a descriptive overview of BERJ: acceptance rates, the countries papers are submitted from, the methodol-ogies employed and so on. Finally, we dis-cuss some of the general challenges and issues facing education research journals. Two strike us as particularly important. One is how research can be most effec-tively shared and disseminated. Many

domain quickly enough and that existing publication models create unnecessary barriers and bottlenecks in accessing re-search. The rapid pace of technological change has opened up possibilities for im-proving this state of affairs and therefore presents challenges for existing publica-tion models.

The second issue we discuss is the persistence of educational inequalities that scar individual, and our collective, lives. Against this backdrop, how should


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we think about the mission and focus of educational research journals? At various points, we outline ways in which educa-tion journals could do things differently —after all, despite some important and welcome changes, the basic structure of academic publication remains in place. It is not possible in such a short article to cover all the issues relating to the mission of educational research journals and the implications they have for the future of educational research. We work in broad brushstrokes and no doubt leave out rele-vant details and neglect topics deserving consideration.

2. Background to the journalBritish

Educational Research Journal was pub-lished in April 1978. The lead article was by the important educationalist and histo-rian of education Brian Simon —this was in fact his Presidential Address from the fourth BERA Conference and was entitled «Education research: Which way?» (Si-mon, 1978). The paper discusses both cri-tiques of education research and key issues

posed by Simon is one that scholars and educators have regularly, and rather anx-iously, returned to over the years. Expres-sions of concern and ruminations about research quality, disciplinary identity, methodological divisions, what education

-BERJ

(see also Furlong, 2013). Indeed, the new BERJ editorial team has made it clear that they «hope to lead a journal that will

on as well

as (Aldridge et al., 2018, p. 2). What should we make of this? Clearly, such critical

long-term health of any discipline and is an intellectual virtue that should be culti-vated. However, it may also suggest some-thing more disconcerting about education research —that it is internally fractured and lacks a shared sense of purpose about its basic goals and furthermore, that edu-cation research often has to defend itself from external critique, most notably from politicians.

As we’ve already mentioned, BERJ is

itself was founded in 1974 and in the dec-ades that followed has established itself as the leading educational research as-sociation in the UK. Its core goals are to support high quality research and foster engagement with it. It has a large mem-bership, holds an annual conference, and supports the work of thirty-three «Special Interest Groups» focusing on a range of critical educational issues. In its own words, BERA seeks to be the «home of all educational researchers in the UK» and «welcomes members from a range of dis-ciplinary background, theoretical orienta-tions, methodological approaches, sectoral

A key way in which BERA aims to ad-vance the quality of education research is through its varied peer reviewed journals. In addition to BERJ, BERA also publishes the British Journal of Educational Technology (BJET), The Curriculum Journal and Review of Education (RoE). In recent years, BERA has also support-ed the creation of the BERA Blog and


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Research Intelligence. Academic publish-ing and particularly the publication of journals is central to the association’s mis-sion of promoting educational research in the UK and internationally.

Publications such as BERJ are not only important in disseminating knowl-edge —they play a central role in creat-ing and sustaining education research as a distinctive discipline. It is for this rea-

expressions of disquiet, about what does and does not get published in journals. Academic journals confer status and le-gitimacy on research —they come to de-

and what questions are taken to be worth asking. This disciplinary-making boundary work is particularly import-ant for educational research in the UK; this is because it has traditionally lacked a strong disciplinary identity and been weakly institutionalized within the uni-versity system. One reason for this rela-tive insecurity has been that Education Departments have historically focused on the professional training of teachers. Although education may now be more

-ect, worries about its relative strength, status, and identity are still common-ly heard. Past president of BERA John Furlong recently remarked:

-fore now fully integrated into the univer-sity system, then, like the system as a

needs to set out a vision for itself, it needs to state what its purpose or purposes should be within a university in the mod-ern world (Furlong, 2013, p. 5).

BERA and BERJ are no doubt central to this task and have over many years, and with varying degrees of success, helped to carve out institutional and intellectual spaces for educational research to emerge as a distinctive discipline. One expres-sion of this is the increasing number of Educational Research methods books aimed at students, researcher and practi-tioners (e.g. Wyse et al., 2017). Whilst in many ways this might be read as a suc-cess story, the rise of education as a dis-cipline in its own right raises important questions about its relationship to other disciplines, most notably sociology, histo-ry, and philosophy that have provided re-searchers with a rich set of methodological and theoretical resources to draw upon.

3. BERJ todayWhere is BERJ today as a journal? It

leading, peer-reviewed journal that is a focal point for the publication of educa-tional research throughout the world. The journal is published bi-monthly with between 8-10 articles published in each issue. Like many generalist journals it seeks to publish articles that appeal to as wide an audience as possible whilst still satisfying specialists in a given area. The journal is methodologically pluralist in both spirit and content. It publishes case studies, quantitative work drawing on surveys and administrative data, and also empirical work using the ubiquitous semi-structured interview; the journal is also open to work grounded in various theoretical traditions. The journal rare-ly has special issues on a given topic and does not currently publish book reviews.


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For the last 6 years, the acceptance rate at BERJ has been roughly between

10-15% of all submitted articles.

TABLE 1. British Educational Research Journal acceptance rates (excluding book reviews, October to October).

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2016-2017

Submitted 406 396 325 336 377 372

Rejected 347 316 269 261 316 286

Accepted 51 57 40 42 40 377

Acceptance rate

12.8% 15.3% 12.9% 13.9% 11.2% 11.5%


Over the last two-three years accep-tance rates have marginally declined. Such acceptance rates put it in the top tier of journals with regard to selectivi-ty but with probably higher acceptance rates than other leading American publi-cations (e.g. Educational Researcher and American Educational Research Journal). BERJ is therefore highly rather than hy-per selective. By way of comparison, in other disciplines such as philosophy the acceptance rate at top-tier generalist jour-nals such as The Philosophical Review is below 5%. As a leading journal in the

BERJ has very high levels of sub-mission —around 300-350 per year.

In recent years Impact Factors, for good or ill, have become a metric that is increasingly used to assess the status and success of academic journals. As a conse-quence, they are likely to be considered as part of the overall strategies and decision making of editorial teams. In 2016 the impact factor of the journal was 1.214. In

This makes BERJ the highest-ranking non-specialist educational research jour-nal in the UK. Despite such recent rises, there are still a high number of publica-tions with low or no citations: around 50-60% of papers published in BERJ are not cited after two years of being published. To give a further sense of comparison BERJ’s Impact Factor is lower than that of the more specialist journal the British Journal of Educational Technology (IF 2.729 in 2017).

BERJ’s readership and audience is

geographic spread of submissions. Table 2 summarizes the top twelve submit-ting countries. Unsurprisingly, the UK accounts for the largest proportion of submissions and there is a skew to the Anglophone world. However, given the large volumes of educational research produced in the United States, it might be surprising that BERJ receives fewer sub-missions from scholars there. One plausi-


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ble explanation is that for American schol-ars publishing in such journals carries with it substantially less prestige than

publishing in their nationally focused, generalist journals (e.g. Educational Researcher).

TABLE 2. Number of manuscripts submitted by top 12 countries 2015-16.

Country Number %

United Kingdom 169 45.6

Australia 23 6.2

Netherlands 10 2.7

Spain 10 2.7

United States of America 10 2.7

Belgium 10 2.7

Israel 9 2.4

Hong Kong 8 2.2

India 8 2.2

Turkey 8 2.2

China 7 1.9

Pakistan 7 1.9


Educational research in the UK and Australia has historically been closely connected and probably accounts for its position in second place. Table 2 also at-tests to the large range of countries that submit to BERJ -ing globalisation of scholarship. China, Spain and India only entered the top-twelve recently and the relatively small numbers means that the lower rankings are likely to be volatile. It is also im-portant to note that, submissions do not translate into acceptances. Submissions from Anglophone and European countries are more likely to be accepted than sub-missions from elsewhere.

With regard to the disciplinary and methodological orientation of papers we would note two things. We mentioned above that a consequence of educational

-ciplinary identity might be that research

the historically important disciplines of sociology, philosophy, history, and psy-chology. Whilst many BERJ papers (and many of the best papers!) do remain grounded in these disciplines, it seems

increasingly being submitted to more spe-cialist journals. The second point is about methodology. In recent years, there has


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been an increase in the number of quan-titative papers published in the journal. Many of these papers make use of the world-renowned birth cohort studies or large scale administrative data that are ideal for studying educational inequality and social mobility. Whether this is tak-en to a good thing will likely depend on one’s intellectual commitments and be-liefs about nature of social science. We suggest that this increase, rather than

of the recent editorial team, is likely to

work in education that is partly the re-sult of increased funding being available for this kind of work.

BERJ -ential and extensively cited papers. The

deal with critical educational and social issues: namely, educational inequali-ty, the formation of teacher and student identities, and the consequences of tech-nology for education and learning. Reay et al. (2010) seminal paper explores the interconnections between social class, students’ identities and their experienc-es of higher education against a backdrop of stark educational inequalities and a

in the UK. The importance of technolog-

paper; they challenge the common as-sumption that the term digital natives, at least in its simplistic forms, adequately captures intergenerational differences in how technology is used and experienced. Day et al. (2010) critically evaluate the

various ways in which research has stud-

teacher professional and personal iden-tities.

4. Key issues and challenges fac-ing educational research journals

We now discuss two major challengesfacing education research journals. The

—or lack of it— to educational research published in journals. More broadly, this issue relates to the economics of pub-lishing in an era of rapid technological change and, most notably, the possibil-ity of Open Access publishing. A com-mon complaint is that too much publicly funded research sits for too long behind expensive paywalls and that it should be more widely available. How could we im-

to identify potential barriers to change. To take one example, academic research organizations are often heavily reliant on the revenues generated by publications in paywalled journals and a worry is that this has consequences for the likelihood of alternative publishing models being pur-sued and embraced. In 2015, Universities UK reported that «280 learned societies in the UK publish scholarly journals and conference proceedings, and of their to-tal revenues of around £1.2 billion, some £318 million (26%) derives from publish-ing» (UUK, 2015, p. 3).

As with most learned societies, BERA negotiates a publishing deal for its jour-nals with one of the large publishing cor-porations which dominate the academic


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for publishing BERJ is held by one of these conglomerates: Wiley-Blackwell. Academic publishing —particularly the publication of journals— is not only cen-tral to the association’s mission of promot-ing educational research but is important to its revenue generation.

Why does this matter? On the one hand, it helps to fund a broad range of im-portant activities that can support educa-tion research. Of course, learned societies have an important role to play in support-ing dialogue and communication between members of their community. Such net-work sustaining functions have histori-cally been a core reason for members to join research organizations. On the other hand, it creates an incentive for organisa-tions —and their associated journals— to maintain the broad status quo of keeping a great deal of research behind paywalls and resisting or mitigating changes to ex-isting publication models.

Advocates of Open Access publishing models rightly point out the downside to the status quo: it is both costly and re-strictive. It is costly in the sense that li-braries and universities have to pay large

to access publicly funded research. It is restrictive in the obvious sense that schol-arship in paywalled journals is perma-nently or temporarily restricted to those with the relevant access. Such restric-tions are worrisome for those who think that educational research has an impor-tant role to play in fostering democratic debate about education and should there-fore be as widely available as possible. In recent years, governments and research

organisations in the UK have used such arguments to support (and enforce) the transition to Open Access publishing; this has translated into increasing numbers of articles becoming openly accessible. In 2016, 37% of UK authored articles were open access at the point of publication and 54% were available within twelve months (UUK, 2017). However, this means that a large amount of articles still sit behind publisher paywalls.

Supporters of Open Access and alter-native publishing models also argue that existing technology means that journals, and academic publishing more generally, can operate for a fraction of its current costs, maintain the integrity of the peer review process, and make research much more widely accessible. For example, one such mechanism for making research more easily available, and one we think should be embraced, is preprint reposi-tories such as arXiv and more recently SocArXiv that focuses on the social sci-ences. Some journals make not posting papers on such sites as a precondition for being beginning the peer-review process or publication. As Sullivan (2018) has re-cently argued, working papers allow au-thors to get early feedback on their work from their peers. They also allow us to

and wider audiences more quickly.

As she also points out, the use of pre-print repositories is common in a range of

is no fundamental reason that they should not be adopted in education research. We

The challenge for educational research


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journals and organisations is deciding whether to welcome such changes or chal-lenges to the status quo or see them as something to be largely defended against. This may well involve trade-offs being made between the types of activities that

-nue is generated through journal publica-tions), and supporting publication models that make scholarship as open and widely available as possible. Any consideration of such trade-offs should involve asking a question that motivated this symposium: what are journals for? And relatedly, who are they for?

5. Education, inequality and jour-nals

We want to end the paper on a slight-ly more provocative note by discussing

-search in general and educational re-search journals in particular. It relates to

--

al inequality— and the sorts of conversa-tion we have, and do not have, about it. Clearly, educational research has played a vital role in mapping and explaining the extent of educational inequality. For example, we know that educational at-tainment gaps between socio-economic groups remains large and strikingly per-sistent despite decades of reform, poli-cies and interventions. However, in some ways our collective discussion about edu-cation inequality in educational research journals is often strikingly constrained. The narrowness of this conversation is partly attributable to how social scien-

-sociated demands of policy makers for policy-relevant research. The challenge for educational research journals is how they can foster debate about the sorts of social, economic and institutional re-forms that would in reality be necessary to reduce educational and economic in-equality.

We are taking our cue from a recent article by the sociologist Michelle Jack-son. In it, she outlines how scholarly dis-

particularly poverty and inequalities in educational attainment, has become in-creasingly circumscribed. Debate has come to be dominated by what she calls Conversation One. Conversation One is «a precisely focused, science-based conversa-

-

(Jackson, 2017, p. 33). The predominance of this approach can be explained by «an increasing scientism within social sci-ence disciplines alongside an emphasis on evidence-informed policy generates pres-sure to catalog precise mechanisms that address small parts of the puzzle of in-equality» (ibid, p. 34).

Whilst recognizing that this approach has depended our understanding of the causes and consequences of both poverty and educational inequality, Jackson also cautions that such an approach tends to focus on what can be achieved with-in existing institutional and economic frameworks. It tends not acknowledge the scale of social and economic chang-es likely to be necessary to meaningful-ly reduce poverty and educational in-


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equality. Furthermore, the dominance of Conversation One often means that «the simple, profound, crushing impact of pov-erty and inequality on educational at-tainment or on life chances more general-ly is missed» (ibid, p. 34). It may also help to sustain the potentially pernicious view that the problem of educational inequali-ty is, in important ways, largely epistem-ic rather than political in nature. That is, the problem of educational inequality regularly gets framed as resulting from a lack of knowledge about the processes and mechanisms that generate it and how it can be tackled.

Jackson argues for the importance of expanding the terms of the debate to include Conversation Two. Conversation Two is much bolder and radical: it focuses on the nature and scale of change likely to be necessary to disrupt and reduce in-equality. It highlights the need for «a con-versation rooted in what might be rather than merely what is» (ibid, p. 35). Jackson argues that such an approach: «insists that in addition to any discussion about expedient, small-scale interventions, we have a wider discussion about where pov-erty comes from and what types of larg-er-scale changes might be needed to erad-icate it» (ibid, p. 34).

Although in this passage she mentions poverty, her arguments are equally ap-plied to educational inequality. What she advocates is a mixture of identifying prag-matic strategies to ameliorate existing social problems whilst being clear-eyed and vocal about the fact that without far reaching social, economic and political change, educational inequality and pover-ty are not going anywhere.

Our view is that Jackson’s view is largely correct and is of direct relevance to the mission of educational research journals and educational research as

when it comes to educational inequality in all its forms: do academic journals such as BERJ provide the necessary space for Conversation Two to take place? It’s hard to argue that many prominent ed-ucational research journals currently do so. One response here might be to argue that journals are, to borrow a phrase, more of a camera than an engine —they

some truth to this and it is important to recognize the sorts of social science like-ly to achieve funding and prominence in the current policy climate. However, this argument lets us off the hook too easily and we argue that journals have a key role to play in shaping the terms of this debate. To take an example of a journal that responded to this issue, the Journal of Education Policy organized a special issue that asked: «What would a socially just education system look like?» (Francis and Mills, 2012); and a further related question is «how do we get there?» When thinking about their mission, academ-ic journals should consider the extent to which they create space for these ques-tions.

Notes1 A few points of clarification are in order before we

go any further. We were invited to write this article as co-editors of the British Educational Research Journal (BERJ). BERJ is the flagship of the British Educational Research Association. We co-edited


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the journal along with colleagues at Cardiff Uni-versity for five years. As of early 2018 we are now the ex-editors. Our views in this paper are our own, and don’t reflect either this views of BERA or BERJ.

ReferencesAldridge, D., Biesta, G., Filippakou, O., &

Wainwright, E. (2018). Why the nature of educational research should remain contes-ted: A statement from the new editors of the British Educational Research Journal. British Educational Research Journal, 44 (1), 1-4. doi: https://doi.org/10.1002/berj.3326

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional sel-ves of teachers: stable and unstable identi-ties. British Education Research Journal, 32 (4), 601-616. doi: https://doi.org/10.1080 /01411920600775316

Furlong, J. (2013). Education - An anatomy of the discipline: Rescuing the university project. London: Routledge.

Francis, B., & Mills, M. (2012). What would a so-cially just education system look like? Journal of Education Policy, 27 (5), 577-585. doi: ht-tps://doi.org/10.1080/02680939.2012.710014

Helsper, E. J, & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36 (3), 503-520. doi: https://doi.org/10.1080/01411920902989227

Jackson, M. (2017). Don’t Let ‘Conversation One’ Squeeze Out ‘Conversation Two’. Stanford, CA: Stanford Center on Poverty and Inequality.

Mackenzie, D. (2006). An Engine, Not a Camera. Boston: MIT Press.

Reay, D., Crozier, G., & Clayton, J. (2010). ‘Fitting in’ or ‘standing out’: Working-class students in UK higher education. British Educational Research Journal, 36 (1), 107-124. doi: https://doi.org/10.1080/01411920902878925

Simon, B. (1978). Education Research: Which Way. British Education Research Journal, 4 (1).

Stenhouse, L. (1978). Case Study and Case Re-cords: towards a contemporary history of edu-cation. British Educational Research Journal, 4 (2), 21-39.

Sullivan, A. (2018). Why education needs work-ing papers [Blog post]. Retrieved from https://www.bera.ac.uk/blog/why-education- research-needs-working-papers

Universities UK (2015). Monitoring the Transition to Open Access. Retrieved from https://www.universitiesuk.ac.uk/policy-and-analysis/re-ports/Pages/monitoring-transition-open-ac-cess-2015.aspx

Universities UK (2017). Monitoring the Transition to Open Access. Recovered from https://www.universitiesuk.ac.uk/policy-and-analysis/re-ports/Pages/monitoring-transition-open-ac-cess-2017.aspx

Wyse, D., Smith, E., Suter, L. E., & Selwyn, N. (Eds.) (2017). The BERA/SAGE Handbook of Educational Research. London: SAGE Publi-cations Ltd.

Authors’ biographiesWilliam Baker is a Lecturer in the

School of Social Sciences at Cardiff Uni-versity. His research is concerned with understanding educational inequality and the consequences this has for peo-ple’s life-chances and their identities. He is also conducting research on the origins,

pro-social preferences and moral world-views. He was recently the editor of the British Educational Research Journal and is currently on the editorial board of the British Journal of Sociology of Education.

https://orcid.org/0000-0002-4050-4735


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Mark Connolly is a Lecturer in the School of Social Sciences at Cardiff Uni-versity and an educationalist with experi-ence working in a variety of institutional and cultural contexts. His areas of re-

search include professional identity, chil-dren’s rights, risk and outdoor education and education and cultural policy.

https://orcid.org/0000-0003-4278-1960

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Métodos cuantitativos para el registro de procesos y contextos en la investigación educativa

Quantitative methods for capturing processes and contexts in educational research

Dr. Lars-Erik MALMBERG. Profesor Agregado. Universidad de Oxford, Reino Unido ([email protected]).

Resumen:Los avances tecnológicos y metodológicos

permiten formular nuevas preguntas de in-vestigación fundamentales y aplicar nuevos diseños de estudios en la investigación edu-cativa. Este artículo revisa los métodos emer-gentes empleados para el registro de los pro-cesos de aprendizaje y enseñanza en el tiempo —las secuencias de eventos de aprendizaje— que tienen lugar en contextos múltiples.

investigación nomotética e ideogr utili--

como las tres dimensiones clave para descri-bir diseños de estudios. En la investigación educativa es importante tener en cuenta una cuarta dimensión —el contexto— dadas las estructuras anidadas (p. ej. díadas alum-

que se produce el aprendizaje y la enseñan-za. Existen varios métodos cuantitativos que permiten a los investigadores: a) determinar la calidad de la medición (p. ej. el análisis de

b) en secuencias de puntos temporales (p. ej.

multinivel complejas (p. ej. modelos multini-

también estimadores sólidos en estudios de n pequeña (p. ej. modelos bayesianos). Se invita a los investigadores en educación a diseñar estudios apropiados para modelos multinivel

de procesos de aprendizaje intraindividuales.

Descriptores: -

-tensivos.

Abstract:Technological and methodological advan-

ces enable new substantive research ques-

-

la investigación educativa | Quantitative Methods for Capturing Processes and Contexts in Educational Research. Revista Española de Pedagogía 76

Lars-Erik MALMBERG

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vant for capturing learning and teaching pro-cesses over time —the sequences of learning events— which take place in multiple con-texts.

nomothetic and ideographic research are traced through the

variables and time as the three key dimen-sions for determining study-designs. For

—context— is important to consider given the nested structures (e.g. student-teacher

-

teaching occurs in. Several developments of quantitative methods enable researchers to

a) establish quality of measurement (e.g. fac-

sequences of time-points (e.g. autoregressive

-

for small-n studies (e.g. Bayesian models). Educational researchers are encouraged to

to think in terms of intraindividual learning processes.

Keywords: -

1. IntroducciónUno de los objetivos esenciales de la

investigación educativa es estudiar cómo aprenden los alumnos y cómo se puede favorecer su aprendizaje. El aprendizaje tiene lugar en procesos -cuencias de situaciones de aprendizaje.

individuos experimentan distintos niveles --

ger y analizar adecuadamente los datos de

-les) con los que se registran tales secuen-cias de situaciones nos permite conocer mejor las experiencias de aprendizaje de los alumnos. Una vez determinados el

-

el modo en el que la enseñanza contribuye

múltiples formas de interacción con conte-nidos de aprendizaje y formatos de ense-

como de interacciones alumno-profesor y alumno-pares. Las interacciones también varían según la organización de los grupos

colegios en los que tienen lugar el apren-

artículo es presentar una panorámica de los métodos cuantitativos emergentes para el análisis de procesos en contextos.

Vivimos en una época en la que los modelos estadísticos avanzan a un ritmo

-denadores son cada vez más veloces y la

-

metodológicos nos incitan a plantear nue--

Métodos cuantitativos para el registro de procesos y contextos …

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llar nuevos diseños de estudios o analizar antiguas preguntas de investigación con

-tas de investigación que resultan difíciles de responder con los métodos existentes alientan el desarrollo metodológico.

Esta codependencia entre el hallazgo de métodos apropiados para preguntas sin respuesta y el análisis de antiguos hallaz-gos con nuevas herramientas metodológi-cas permite el desarrollo de sinergias me-

cuantitativos de vanguardia para la in-vestigación de procesos en contextos. Pero ¿por qué procesos? ¿Y por qué contextos?

2. Personas, variables, ocasiones y contextos

-ción nomotética como la búsqueda de «lo

-caciones en medicina y psiquiatría. La in-vestigación en ciencias naturales se diseña con frecuencia en la mesa del investigador (p. ej. el desarrollo de ecuaciones) y poste-riormente se somete a pruebas empíricas.

-les durante mucho tiempo en la búsqueda de conocimiento generalizable. El término ideogr se aplicó a la búsqueda de «lo

sucesos particulares que no tenían por qué

Pearson y Fisher y de otros investigadores

pleó el término nomotético para

es que la suma total no es siempre una re--

ideogr pasó a ser sinónimo de investigación intraindividual realizada con muestras pequeñas. El cisma entre las dos ha sido alimentado asimismo por las discusiones sobre la distinción entre cualitativo y cuantitativo. Ya es hora de que superemos tales dicotomías falsas.

Para describir los diseños de investi-

tridimensional donde los tres ejes repre-sentaban dimensiones clave del diseño de

temporales (véase la imagen superior del

dimensiones dependía del tipo de estudio diseñado. El cubo original (1) se ha modi-

-

múltiples personas en un punto temporal). -

lar resultante en el eje de ocasiones es re-

con tres puntos temporales se representa -

que en el diseño transversal. El diseño lon-

temporales por persona que un estudio lon-

marco temporal más corto y corresponden a menos personas. El estudio de caso único (5) es el tipo de diseño más estrecho que po-demos plantear: un único participante pro-porciona información relativamente escasa

-mente alto de puntos temporales.

Lars-Erik MALMBERG

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GRÁFICO 1. Diseños modernos en investigación educativa utilizando el cubo original de

2. Transversal 3. Longitudinal

6. Transversal multinivel

5. Caso único

8. Multinivel Intensivo Longitudinal

4. Intensivo Longitudinal

7. Multinivel Longitudinal

1. Original

Vari

able

s

PersonasOcasiones

Vari

able

s

Personas

Ocasiones

Vari

able

s

PersonasOcasiones

Vari

able

s

PersonasOcasiones

Vari

able

s

PersonasOcasiones

Vari

able

s

PersonasOcasionesVa

riab

les

PersonasOcasiones

Vari

able

s

PersonasOcasiones

Grupo j

Grupo j

Grupo j

Grupo 3

Grupo 3

Grupo 3

Grupo 2

Grupo 2

Grupo 2

Grupo 1

Grupo 1

Grupo 1

Fuente: Elaboración propia.

El contexto puede incorporarse en el cubo de dos maneras: la primera opción es incluir variables que registran el contex-to (o la experiencia del contexto) en cada

-

segunda opción es considerar la naturaleza jerárquica de la educación institucionaliza-da como una cuarta dimensión en el «con-texto» del cubo. Las tendencias actuales en los diseños de investigación son combina-

puntos temporales y contextos. Esto se ilus-tra mediante un estudio transversal multi-

-

agrupados en subsecciones del cubo origi-

en los estudios longitudinal multinivel (7)

alumnos se representan anidados en gru-pos. El estudio de caso único (cubo 5) puede expandirse para mostrar un diseño de caso múltiple añadiendo más personas (no se


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ha representado). Tal como se discutirá en simples

pueden expandirse para incluir más nive-les (p. ej. alumnos en colegios en países) o estructuras más complejas. Se dan ejem-plos de estructuras más complejas cuando las personas pertenecen a múltiples con-textos simultáneamente (p. ej. alumnos que pertenecen tanto a un colegio como a

-da (p. ej. alumnos que pertenecen a grupos diferentes para asignaturas diferentes). ¿Y qué sucede con los diseños experimentales?

En la investigación educativa distingui-mos entre diseños experimentales y no ex-perimentales. El diseño experimental con-siste básicamente en un diseño de medidas repetidas con una intervención experimen-

-rales. Este diseño puede imaginarse como un diseño longitudinal clásico

-tearse como un estudio longitudinal inten-

único (cubo 5). Los diseños experimentales y de intervención en el mundo real pueden incorporar todas las características de los diseños longitudinales o longitudinales intensivos multinivel. La naturaleza mul-

importantes de cara a nuestro conjunto -

los de poder estadístico y a la estimación de efectos en los niveles superiores de la estructura anidada. Se están realizando avances en los métodos cuantitativos para todos los diseños representados en los cu-

las metodologías desarrolladas en diseños transversales multinivel de gran escala

en lo concerniente a realizar inferencias sobre las poblaciones de las que provienen los datos y a la cali-dad de las mediciones. Los diseños longi-

(cubo 7) pueden aportarnos información sobre métodos que tienen en cuenta medi-

las mediciones. Los diseños longitudinal

-ción sobre modelos de puntos temporales anidados en personas y sobre el papel de la

los estudios de caso único y múltiple (cubo 5) nos aportan información sobre métodos especialmente aptos para diseños de n pe-queña con datos de numerosas ocasiones.

3. Efectos aleatorios y contextua-les y estructuras jerárquicas

Las estrategias multinivel han evo-lucionado rápidamente en las corrientes

--

aleatorios entre padres y prole (Hender--

ción intraindividual). Un tema clave en la

en el individuo y cómo tenerlo en cuenta

las inferencias pudieran realizarse en el nivel adecuado para evitar falacias indi-

-textual al individuo) y falacias ecológicas (atribuir un efecto individual al contexto). El modelo multinivel se desarrolló rápi-damente sobre la base del modelo lineal

-

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-traer conclusiones sobre los efectos de los

el modelo estima la mejora en los logros de los alumnos al incluir el logro simul-táneo como resultado de control del logro

--

can la lógica de las estructuras anidadas jerárquicamente tanto a la recopilación como al análisis de datos.

Cada vez se incorporan más países a las comparaciones internacionales. En

de alumnos de 72 países realizaron el examen de ciencia del Programa para la

internacional han desarrollado procedi-mientos de muestreo multietapa y proce-dimientos avanzados de ponderación de los datos para extraer inferencias sobre los

-paraciones de medias nacionales y efectos diferenciales de varias covariables). Ac-tualmente hay en marcha un debate so-bre los avances metodológicos que buscan la mejor forma de determinar la validez estructural de los resultados de los exá-menes y de los constructos de autoinforme

determinar la compatibilidad de las medi-das entre los distintos países teniendo en cuenta la estructura multinivel.

Se han propuesto muchos métodos para determinar los resultados de los exá-

-

de dos parámetros o 2PL (que incluye un parámetro de discriminación del ítem) o

establecer la equivalencia entre países de los resultados de los exámenes y de los constructos de autoinforme. Los modelos en los que las estructuras factoriales tie-nen las mismas cargas factoriales para

-bil) suelen ajustarse mejor que aquellos en los que se impone la misma estructura media (invariancia fuerte). Si son nues-tros modelos o nuestras conjeturas sobre la invariancia los que resultan demasiado estrictos es asimismo un tema de discu-

-

Marsh y sus colaboradores propusieron el método de alineamiento extendido para el

Además de las comparaciones interna-cionales de gran escala y los estudios de

las estructuras próximas en las que están integrados los alumnos en su aprendizaje diario. Aplicando modelos de análisis de

-radores partieron de un modelo en el que los alumnos están anidados en profesores para examinar cómo los profesores varían entre los grupos de alumnos a los que en-

de alumnos tienen una composición dis-tinta con sus distintos profesores (Main-


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-rables en las relaciones alumno-profesor y

-les modelos se han aplicado con variables

Hay un conjunto creciente de pro-gramas informáticos capaces de admitir

alumnos anidados en colegios anidados

-

cruzada. Las estructuras más complejas están habilitadas gracias al algoritmo de Montecarlo de Cadena Múltiple (MCMC).

Para el modelado de constructos latentes

puede manejar tres niveles de análisis -

-tuales de tratar los efectos de niveles múl-

-cientes unidades en el nivel superior de datos —más unidades que los parámetros

-tándar de las estimaciones de los paráme-tros se ajustan para la estructura anida-

investigadores recurren a una estimación --

mite estimaciones sólidas con un número menor de unidades de nivel superior.

4. Diseños longitudinalesLa investigación educativa longitudi-

nal se funde con el estudio del desarrollo humano. Los investigadores recogen meti-culosamente datos de seguimiento en estu-dios de cohorte (p. ej. un estudio de cohorte de nacimientos sigue a una muestra repre-sentativa de recién nacidos en un determi-

-nales prospectivos (p. ej. seguimiento de un grupo a lo largo del tiempo) o diseños secuenciales transversales o acelerados (p. ej. seguimiento de dos o más poblacio-nes a lo largo del tiempo). Muchos de estos

antes de una transición educativa y termi-nen después de ella (p. ej. transición del

-ria a secundaria). El número de puntos temporales en el seguimiento varía una o dos veces al año (p. ej. en otoño y primave-

5. Diseños longitudinales experi-mentales

En el paradigma clásico test-retest de la investigación experimental y de inter-

análisis de varianza de medidas repetidas -

diseños pueden ampliarse para incluir

modelos mixtos para alojar estructuras multinivel. Pasar a un modelo mixto con datos largos (p. ej. puntos temporales ani-dados en personas) en lugar de datos an-

nos

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permite analizar datos experimentales del mismo modo que analizaríamos datos

--

rimentales. En estudios de intervención en los que la aleatorización (randomiza-

la estructura anidada puede describirse mediante un modelo de caminos de dos

6. Efectos autorregresivos y recí-procos

El modelado de datos longitudinales puede realizarse con (1) variables diferen-tes (constructos) en puntos temporales di-

-tructo) repetida en cada punto temporal. El primer tipo de diseño sería el habitual

que los instrumentos para registrar el de-sarrollo infantil recogen fenómenos cuali-tativamente diferentes en puntos tempo-rales diferentes. El modelado requeriría

-delos de ecuaciones estructurales (SEM) de los caminos hipotéticos. Cuando las observaciones están anidadas en escue-

modelarse mediante modelos multinivel.

El segundo tipo de diseño —repetición de la misma medida— sería más habi-tual en estudios de cambios en el tiempo durante los primeros años de educación

-dores determinarían la equivalencia de la estructura factorial de los constructos psicométricos en los distintos puntos tem-porales (para saber que se mide el mismo

fenómeno en los tres puntos temporales). En el caso de que el constructo sea una medida de un fenómeno que cambia con

-

ítems superpuestos en los distintos puntos temporales (los llamados ítems anclaposible comprobar si el proceso continuo del desarrollo cognitivo se puede determi-nar en el periodo temporal del estudio.

Después de determinar la calidad de

-ciaciones entre la variable en el tiempo T y

-dad en el orden de rango de los individuos en T-1 y T; los valores altos indican que el orden de rango se mantiene en los puntos temporales. Los valores bajos señalan la

individuos se pueden superar entre sí) y discontinuidades de desarrollo. Después

los investigadores procederían a compro-

cambio del otro constructo a lo largo del tiempo. Estas medidas pueden proporcio-nar información importante sobre la di-

más probable que AT-1 prediga un cambio

A partir del modelo de puntuación de cambio de dos puntos temporales pode-mos derivar el modelo de crecimiento en el que podemos estimar cambios temporales en el nivel de grupo así como diferencias individuales que cambian con el tiempo


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hipótesis sobre la forma del cambio en el

-

crecimiento también puede incluir pará-metros autorregresivos combinando los análisis de la estructura media de los da-tos y de las relaciones estructurales.

Teniendo en cuenta la naturaleza com-

en estudios recientes se han incluido más -

cimiento de los logros de los alumnos a lo largo de tres o más puntos temporales) y poblaciones múltiples en modelos de cre-

-gios (como objetos inanimados) no pueden realmente hacerlesuna medida razonable es cambiar el foco de atención a los efectos de los profesores.

-zadas complejas o estatus de pertenencia

pueden cambiar con el paso del tiempo

se revisan otras estructuras complejas;

curvas y de curvas de una familia.

7. Diseños microlongitudinalesLos diseños microlongitudinales han

ganado popularidad debido a la relativa facilidad con la que pueden recopilarse los

-tos de recogida de datos pueden estable-

-conoce que estás en la biblioteca y te pide que informes sobre tus experiencias de aprendizaje en ella). Los datos en tiempo real resultantes aumentan la proximidad

-vestigador preguntar por experiencias del contexto en el que se produce el informe. Las variables contextuales se pueden orga-

contextos pueden concebirse como niveles de la estructura jerárquica (p. ej. puntos

-dos en profesores o en aulas). En segundo

puede organizarse en forma de variables

-tudios modelan los datos intraindividuales utilizando a los «individuos como sus pro-

-nivel con puntos temporales anidados en personas (Murayama et al.

8. En los diseños microlongitudina-les experimentales

A los datos microlongitudinales se les aplica dos tipos de modelos. El primer tipo son los modelos lineales generales de

del modelado genético de Henderson (p. -

dios investigaban las relaciones genéticas entre generaciones de padres (hombres y mujeres) y prole aplicando modelos de

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efectos aleatorios. Esta metodología tam--

dores experimentales la han incorporado principalmente en el estudio del tiempo de reacción de varias tareas cognitivas.

-

También se han llevado a cabo estu-dios diarios de datos microlongitudinales

la recogida de datos microlongitudinales es relativamente infrecuente en los dise-

de la variabilidad intraindividual se han evaluado de varias formas (Malmberg et

-ciaciones (acoplamientos) entre variables pueden cambiar en función de la interven-

alumnos comprometidos tienen una baja

cambios de pequeña magnitud entre un momento y el siguiente) en las creencias de competencia y la motivación intrínse-

temporales en los que se recogen datos intraindividuales en ambos puntos podría

-

oscilaciones entre motivación baja y alta en los puntos temporales) como resultado

-

en las percepciones y las creencias. Una alternativa sería incrementar la sincroni-

intenciones (determinación de objetivos) en la lección anterior con el aprendizaje

autorregulado (consecución de objetivos)

Podría diseñarse una intervención como -

do podría ser un aumento de la relación entre alegría y memoria de trabajo en los

-venciones con diseños ABAB de caso úni-

-

en las que el participante recibe impulsos alentadores. Los diseños de caso único que utilizan tales impulsos están en aumento

-dología para diseños de caso único es el modelo bayesiano de punto de cambio des-

metodologías complejas requieren una preparación compleja. Para estos tipos de

--

timación del tamaño del efecto requieren cómputos avanzados o estudios de simula-

9. ¿Cómo tratar la variable tempo-ral?

La escala de tiempo en la investigación

que los modelos autorregresivos asumen puntos temporales equidistantes. El tiem-

punto temporal 2… punto temporal t) o

en la que se observa a los participantes o se les pide que completen un cuestionario


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-po continuo podría ser una buena forma de corregir los intervalos de tiempo irre-

-ta. Tales modelos pueden desarrollarse

-zando el paquete ctsem -

-den ajustarse a los intervalos temporales utilizados. Esto posibilita el modelado de datos longitudinales y de datos de series temporales con estimaciones de paráme-tros que tienen en cuenta correctamente

-ca temporal es aplicar modelos de ecua-ciones diferenciales en los que podemos

en la que un alumno se distrae de la ta-rea y queremos estimar con qué velocidad recupera la concentración. Un método al-ternativo para trabajar con datos longitu-dinales intensivos es el análisis de datos funcionales.

10. Bayes, ¿sí o no?Las técnicas bayesianas están en auge

gracias a las aplicaciones comerciales y gratuitas que utilizan la estimación ba-

la probabilidad de un parámetro dada la p de los datos (probabilidad de los datos dada la p del

modelo (datos |

en inglés). Es adecuada para situaciones en las que la máxima verosimilitud pueda

basa en la teoría de muestras grandes. Y es apta para modelos complejos como los

-

11. Conclusiones y reflexiones-

sión era examinar cómo se pueden investi-gar los procesos y los contextos aplicando metodologías de vanguardia. Los modelos de procesos para secuencias de eventos de aprendizaje requieren diseños que permi-tan incorporar puntos temporales en los alumnos y tengan en cuenta el paso del tiempo. Los contextos de aprendizaje son entornos complejos. Pueden concebirse en

-

sobre la base de relaciones e interacciones:

así como alumno-pares y alumno-grupos. Los modelos para estructuras complejas

múltiples) requieren estimadores adecua-

que se han modelado estructuras comple-

-

variables latentes puedan utilizarse como variables dependientes.

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Referencias bibliográficasPersonality. A psychological

interpretation. Londres: Constable and com-pany.

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An Introduction to Latent Variable Growth Curve Modeling: Concepts, Issues, and Application.

-School Effectiveness and

School Improvement 8

the Present: Discovering the Hidden Dynamics Current Di-

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Estimation and Prediction under a Selection Model. Biometrics 31

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Handbook of structural equation modeling

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The relative importance of teachers and their interpersonal relations with students. Lear-ning and Instruction 53

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Fails: The Extended Alignment Method for Multi-Group Factor Analysis Comparison of Latent Means Across Many Groups. Psy-chological Methods

of latent-variable models in educational psy-chology: The need for methodological-subs-tantive synergies. Contemporary Educational Psychology 32

and Power in Linear Mixed Models. Journal of Memory and Language 94

-deling. xxM user’s guide version 1. En Y. M.

Applied Quantitative Analysis in Edu-cation and the Social Sciences -


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Power analysis of trials with multilevel data. Boca

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unknown change-point models to investigate immediacy in single case designs. Psychologi-cal Methods 4

School effects on Chilean children’s achieve-ment growth in language and mathematics: An accelerated growth curve model. School Effectiveness and School Improvement 29

Teacher effects on Chilean children’s achie-vement growth: a cr d multiple membership accelerated growth curve model. Artículo presentado en la conferencia «Advan-ces in Multilevel Modelling for Educational

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Lear-ning and Instruction 52

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complex growth models to articulate deve-lopmental change: Matching theory to me-thod. International Journal of Behavioral Development 31

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and relations to educational outcomes. Fron-tiers in Psychology 7

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Biografía del autorLars-Erik Malmberg es Profesor

Agregado de Métodos Cuantitativos en Educación en el Departamento de Educa-

y es el redactor jefe de la revista Journal of Learning and Instruction. Su labor in-vestigadora se centra actualmente en las perspectivas intraindividuales en proce-sos de aprendizaje y en el modelado de da-tos intraindividuales utilizando modelos de ecuaciones estructurales multinivel.

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Quantitative methods for capturing processes and contexts in educational research

Métodos cuantitativos para el registro de procesos y contextos en la investigación educativa

Lars-Erik MALMBERG, PhD. Associate Professor. University of Oxford, UK ([email protected]).

Abstract:Technological and methodological advan-

ces enable new substantive research ques-tions to be posed, and new study designs to be implemented, in educational research. In this paper I review emerging methods rele-vant for capturing learning and teaching pro-cesses over time —the sequences of learning events— which take place in multiple con-texts.

To do so, the concepts of nomothetic and ideographic research are traced through the use of Cattell’s (1952) cube, posing persons, variables and time as the three key dimensions for determining study-designs. For education-al research, a fourth dimension —context— is important to consider given the nested structures (e.g. student-teacher dyads, peer- relations, student-groups, classrooms, teach-ers, and schools) learning and teaching oc-curs in. Several developments of quantitative methods enable researchers to a) establish quality of measurement (e.g. factor analysis, item response models), b) across sequences of time-points (e.g. autoregressive models),

c) in complex multilevel structures (e.g. multi-level models, random effects models), also us-ing estimators which are robust for small-n studies (e.g. Bayesian models). Educational researchers are encouraged to design studies

intraindividual learning processes.

Keywords: educational research, quantita-tive methods, statistical models, multilevel model, intensive longitudinal data.

Resumen:Los avances tecnológicos y metodológi-

cos permiten formular nuevas preguntas de investigación fundamentales y aplicar nue-vos diseños de estudios en la investigación educativa. Este artículo revisa los métodos emergentes empleados para el registro de los procesos de aprendizaje y enseñanza en el tiempo —las secuencias de eventos de apren-dizaje— que tienen lugar en contextos múl-tiples.

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investigación nomotética e ideogr utili-zando el cubo de Cattell (1952), que identi-

como las tres dimensiones clave para descri-bir diseños de estudios. En la investigación educativa es importante tener en cuenta una cuarta dimensión —el contexto— dadas las estructuras anidadas (p. ej. díadas alum-no-profesor, relaciones entre pares, grupos de alumnos, aulas, profesores y colegios) en las que se produce el aprendizaje y la enseñan-za. Existen varios métodos cuantitativos que permiten a los investigadores: a) determinar la calidad de la medición (p. ej. el análisis de factores, los modelos de respuesta a ítems),

b) en secuencias de puntos temporales (p. ej.modelos autorregresivos), c) en estructuras multinivel complejas (p. ej. modelos multini-vel, modelos de efectos aleatorios), empleando también estimadores sólidos en estudios de n pequeña (p. ej. modelos bayesianos). Se invita a los investigadores en educación a diseñar estudios apropiados para modelos multinivel

de procesos de aprendizaje intraindividuales.

Descriptores: investigación educativa, mé-todos cuantitativos, modelos estadísticos, modelo multinivel, datos longitudinales in-tensivos.

1. IntroductionOne key aim of educational research is

to investigate how students learn, and how their learning can be supported. Learning occurs in processes, that is in sequences of learning situations. In these learning situ-ations individuals experience different lev-els of challenge, expectations, engagement, understanding, and positive and negative affect. Appropriately collecting and ana-lysing process data (cf. micro-longitudinal, intensive longitudinal, intraindividual data) that captures such sequences of sit-uations, gives insights into the shape and form of students’ learning experiences. Af-ter establishing the shape, form and varia-tion of the processes, researchers can then investigate how instruction contributes to the learning process (Schmitz, 2006). In-struction is complex, constituted by mul-tiple forms of interaction with learning contents and instructional formats when

studying solo, and through student-teach-er and student-peers interactions. The in-teractions are also shaped depending on the organisation of student-groups, class-rooms, teachers, and schools the learning and teaching occurs in. The aim of this pa-per is to provide an overview of emerging quantitative methods for the analysis of processes in contexts.

We live in times where statistical de-velopments are rampant, freeware are mushrooming, datasets are growing lar-ger, computers are getting faster, and ar-

-ical advances spur us to pose new re-search questions, come up with new study designs, or revisit existing research ques-tions with revitalized energy. Research

with existing methods spur further method ological development.

Quantitative methods for capturing processes and contexts in educational …

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appropriate methods for unanswered

new methodological tools provides oppor-tunities for methodological-substantive synergies (Marsh & Hau, 2007). I provide an illustration of state-of-the art quanti-tative methods which enable investiga-tions of process in contexts. But why pro-cess? Why context?

2. Persons, variables, occasions,and contexts

Going back to the turn of the 20th cen-nomo-

thetic research as the search for «what al-ways is», that is generalizable know ledge (Lamiell, 1998, p. 27). This knowledge included general laws, as in the natural sciences, and its applications in medicine and psychiatry. Research in natural sci-ences is often designed at the research-ers desk (e.g. derivations of equations), and are later put to the empirical test. Case-studies, particularly in medicine and psychiatry, have long informed the search of generalizable knowledge. The term ideographic was used in the search of «what once was» as in the humanities (Lamiell, 1998, p. 27). These were the study of singular events that would not necessarily be repeated. Following the work of Galton, Pearson, Fisher, Allport and other large-sample survey research-ers, the pursuit of the average (aggregate or the «general») was perceived as the norm (see Lamiell, 1998, p. 32). The cri-tique against nomothetic studies was that

the aggregate is not always true of what applies in general. Ideographic research came to be equivalent with small sam-ple intraindividual research. The schism between the two has been fueled also by discussions of distinctions between quali-tative and quantitative. It is time to move beyond such false dichotomies.

For research designs Cattell (1952) devised his three-dimensional cube, con-sisting of three axes to represent three key dimensions of research designs: per-sons, variables and time-points (see top of Graph 1). The balance between these three dimensions depend on the type of study that is designed. The (1) original cube (on top) has been transformed to il-lustrate (2) a cross-sectional design (i.e. multiple variables of multiple persons at one time point). The face of the resulting rectangular block on the occasion-axis for this design is relatively slim, as there is only one time-point, but wide on the per-son-axis. (3) A longer term longitudinal study here with three time-points is de-picted as three relatively slim occasions, and relatively fewer persons than in the cross-sectional design. (4) The intensive longitudinal design has rela tively more time-points per person than a longitudi-nal study, but data are collected within a relatively shorter time-window and of fewer persons. (5) The single case case-study is the narrowest type of design we can pose, one participant providing rel-atively little information at each time, but for a relatively large number of time-points.

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GRAPH 1. Modern designs in educational research following Cattell’s (1952) original cube. The three dimensions in the original (top) were x = persons, y = variables, and z = occasions. Multilevel structures

are included on the person-axis for modern designs, in cubes 6-8.

2. Cross Sectional 3. Longitudinal

6. Multilevel Cross Sectional

5. Single Case

8. Multilevel Intensive Longitudinal

4. Intensive Longitudinal

7. Multilevel Longitudinal

1. Original

Vari

able

s

PersonsOccasions

Vari

able

s

Persons

Occasions

Vari

able

s

PersonsOccasions

Vari

able

s

PersonsOccasions

Vari

able

s

PersonsOccasions

Vari

able

s

PersonsOccasionsVa

riab

les

PersonsOccasions

Vari

able

s

PersonsOccasions

Group j

Group j

Group j

Group 3

Group 3

Group 3Group 2

Group 2

Group 2

Group 1

Group 1

Group 1


Context can be incorporated in the

include variables that capture the con-text (or experience of the context) at each occasion; for example, a student’s per-ception of the teacher, the level of sup-

The second option is to consider the nes-ted nature of institutionalized education as a 4th dimension in the cube, namely «context». Today’s trends in research de-signs are a mixture of number of individ-uals, variables, time-points and contexts.

This is illustrated by (6) a multilevel cross-sectional study, in which persons are nested within contexts, here stu-dents in schools. This is illustrated with students grouped in sub-sections of the original cube, i.e. «Group 1» to «Group j». Likewise (7) longitudinal and (8) inten-sive longitudinal studies are depicted to be nested within groups. The single-case case-study (cube 5) can be expanded to a multiple-case design by adding more per-sons (not depicted). As will be discussed shortly, this simple multilevel structures


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can be expanded to include higher levels (e.g. students in schools in countries), or more complex structures. Examples of more complex structures are when persons belong to multiple contexts si-multaneously (e.g. students belonging to both schools and neighbourhoods) or

to different student groups for different school subjects). What about experimen-tal designs then?

In educational research we distinguish between non-experimental and experi-mental designs. The experimental design is essentially repeated measures designs with an experimental intervention bet-ween at least two of the time-points. This design can be thought of as a classi-cal longitudinal design (cube 3 in Graph 1) with two groups, but can be designedas an intensive longitudinal study (cube 4) or single-case interventions (cube 5).Real-world experimental and interven-tion designs can incorporate all features of multilevel longitudinal or intensive longi-tudinal designs. The multilevel nature of both experimental and non-experimental designs has important implications for our statistical toolbox, for power calculations and estimation of effects at higher levels in the hierarchical structure. Advances in quantitative methods are being made for all designs depicted in cubes 5-8. For the purpose of investigating processes in con-text, we can learn much from methodolo-gies which have been developed in large-scale multilevel cross-sectional designs (cube 6), particularly on making inference to the underlying populations data stem from, and for quality of measurement. Longitudinal (cube 3) and multilevel lon-

gitudinal (cube 7) designs can inform us on methods which take repeated measures into account, as well as quality of mea-surement. Intensive longitudinal (cube 4) and multilevel intensive longitudinal de-signs (cube 8) inform us about models for time-points nested in persons, and the role of conceptualization of time. Single and multiple-case case-study designs (cube 5) inform us about methods which are partic-ularly well suited for small-n designs with rich occasion data.

3. Contextual and random effectsand hierarchical structures

Multilevel strategies have evolved rapidly within the traditions spurred by Robinson’s studies of contextual ef-fects (Robinson, 1950), and Henderson’s random effects between parents and off-spring (Henderson, 1982) (see section on intraindividual research). A key issue in the 1950s was how contexts had an effect on the individual, and how to account for this in statistical models, so that infer-ences could be made at the appropriate level to avoid individual fallacies (i.e. at-tributing a contextual effect to the indi-vidual) and ecological fallacies (i.e. attrib-uting an individual effect to the context). The multilevel model was rapidly devel-oped based on the general linear model (GLM), which made school effectiveness research blossom. The baseline school

number of schools for drawing inference about the effects of schools on individuals. The models then estimate the gain in stu-dents’ achievements by including concur-rent achievement as outcome controlling for prior achievement (for an overview

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see Goldstein, 1997). Other modern stud-ies apply the logic of hierarchically nes-ted structures to both data-collection and analyses.

More and more countries join inter-national comparisons. In 2015, for exam-ple, more than half a million students in 72 countries took part in the science-test of the Program for International Student Assessment (PISA). The international comparison programmes have developed multi-stage sampling procedure and advanced procedures for weighting the data for drawing inference for results at the country level (i.e. comparisons of country-means and differential effects of various covariates). A debate about the methodological advances on how to best establish structural validity of both test-scores and self-reported constructs (e.g. motivation) is in motion, particularly on how to establish cross-national compati-bility of the measures accounting for the multilevel structure.

Many methods for establishing the test-scores (e.g. literacy, numeracy, science) have been proposed; for ex-ample, «plausible values» (von Davier, González, & Mislevy, 2009), based on the Rasch-model, that is, the one parameter logistic model (1PL). Additional models are the 2PL (which includes an item dis-crimination parameter) and the 3PL mod-el (which corrects for guessing). There

-al equivalence of test-scores and self-re-port constructs. Models in which factor structures have the same factor loadings across nations (i.e. weak invariance) typ-

same mean-structure is imposed (i.e.

strong invariance). Whether it is the mod-els or our assumptions about invariance that are too strict is also argued. For ex-ample (Scherer, Nilsen, & Jansen, 2016), demonstrated that strict invariance (i.e. equal factor loadings, means and resid-uals) was possible to achieve among the Anglosaxon countries but not in all coun-tries of the PISA studies. Marsh and col-leagues proposed the extended alignment method for multi-group analysis (Marsh et al., 2017).

In addition to large-scale international comparisons and school effectiveness studies, other studies investigate the proximal structures students are embed-ded in their daily learning. Using mod-els for dyad-analysis (e.g. parent-child, husband-wife, actor-partner) Mainhard and colleagues went beyond a model in which students are nested in teachers, to inspecting how teachers vary across student-groups they teach, at the same time as student-groups have different composition with their different teachers (Mainhard, Oudman, Hornstra, Bosker, & Goetz, 2018). They found considerable variance in student-teacher relationships and teacher-student-group relationships. So far such models have been carried out using manifest variables.

There is a growing number of software that can accommodate multilevel designs (i.e. students nested in schools nested in countries). MLWin (e.g. Rasbash, Steele, Goldstein, & Browne, 2017) has long been able to handle multilevel structures for three or more levels, and complex

-plex structures are enabled thanks to the Multiple Chain Monte Carlo (MCMC) al-


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gorithm. MLWin also enables interaction with the R, using the R2MLwiN pack-age. For modelling of latent constructs in such complex structures, Mplus can handle three levels of multilevel analysis

Muthén, 1994 and xxM even more (Meh-ta, 2013). When modelling two-level data (or more) there are three common ways of treating the effects at multiple levels. First, when there are enough units at the higher level of data —more units than parameters we want to estimate— the

(see e.g. Morin, Marsh, Nagengast, & Sca-las, 2014). Second, the standard errors of the parameter estimates are adjusted for the nested structure of the data. Third, many researchers opt to go for a Bayes-ian estimation (e.g. Praetorius, Koch,

sparser number of higher-level units can

4. Longitudinal designsLongitudinal educational research

converges with the study of human devel-opment. Researchers painstakingly col-lect follow-up data in cohort studies (e.g. a birth-cohort study follows up a repre-sentative sample of newborns a number of times, usually spaced in years), prospec-tive longitudinal designs (e.g., one group followed up over time), or cross-sequential or accelerated designs (e.g. two or more cohorts are followed up over time). Many such designs are timed to start prior to an educational transition and end after such a transition (e.g. transition from kinder-garten to primary, or primary to second-ary school). The number of time-points at

which individuals are followed up varies once a year, twice a year (e.g. in autumn

-beck, & Connell, 1998) or more often.

5. Experimental longitudinal de-signs

In the classical test-retest paradigm in experimental and intervention research, researchers have applied repeated mea-sures analysis of variance (ANOVA), anal-ysis of covariance (ANCOVA), or some ex-tension of a general linear model (GLM). These models can be extended to include random effects in either multilevel models, or mixed models to accommodate multi-level structures. Switching to a mixed model using long data (e.g. time-points nested in persons) instead of wide data (i.e. one row per participant), enables us to analyse experimental data much as we would analyse longitudinal data, but add-ing a key predictor, the experimental con-dition(s). In intervention studies where the randomization is at the school level, the nested structure can be modelled as a two level path-model (Rakoczy et al., 2018).

6. Autoregressive and reciprocaleffects

Modelling of longitudinal data can be done with (1) different variables (con-structs) at different time-points, or (2) with the same variable (construct) repeat-ed at each time-point. The former type of design would be commonplace in studies of early childhood education as the instru-ments for capturing infant development capture qualitatively different phenom-ena at different time-points. Model ling

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would entail verifying the quality of mea-surement of each construct, and then pro-ceed with SEM models of hypothesized paths. When observations are nested in child-care centres, neighbourhoods or other higher-order units, such structures can be modelled in multilevel models.

The latter —repeated administration of the same measure— would be more commonplace for studies of changes over time through the primary school years.

equivalence of the factor structure of the psychometric constructs across the time-points (i.e. so we know that the same phenomenon is measured at all three time-points). In case the construct is a measure of a phenomenon that chang-es over time (e.g. cognition) by including

overlapping items across the time-points (i.e. so called anchor items), then it is possible to test whether the continuum of cognitive growth can be established across the time-span of the study.

After establishing the quality of measurement one would then proceed to testing the autoregressive paths (i.e. the associations between the variable at Time T and at the preceding time-point T-1) (Little, 2013). These paths indicate the rank-order stability of individuals at T-1 and T, higher values indicating that the rank-order is maintained across the time-points. Lower values indicate more

each other) and developmental disconti-nuities. After establishing the autoregres-sive effects researchers then proceed to test whether one of the constructs affects

change in the other construct over time. These can provide important insights into the directionality of the effect. Is for example, AT -1 more likely to predict change in BT controlling for BT -1, or the other way around?

From the change-score model of two time-points we can derive the growth model in which we can estimate changes of time at the group-level, and also individu-al differences in change over time (Singer & Willett, 2003). In the growth model the researcher hypotheses what the shape of change will be over time, linear (i.e. a straight line), quadratic (i.e. a line with a curvature), cubic (i.e. a roller coaster ride), or non-linear (Ram & Grimm, 2007). The growth model can include also au-toregressive parameter combining analy-ses of both the mean-structure of the data and the structural relationships.

Given the complex nature of institu-tionalized education recent studies have included more than two time-points (i.e. growth of student achievement over three or more time-points) and multiple cohorts in accelerated growth models (Ortega, Malmberg, & Sammons, n.d.). As schools (being inanimate objects) cannot actually do anything to students, switching focus to teacher-effects is a reasonable thing to do. Teacher effects include complex

-ship statuses as teacher of a student can change over time (Ortega, Malmberg, & Sammons, 2018).

Other complex structures are reviewed in Duncan, Duncan, & Strycker, 2006, for example, the family-of-curves and curves-of-a-family models.


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7. Micro-longitudinal designsMicro-longitudinal designs have be-

come increasingly popular given the relative ease at which data can be col-lected (Hamaker & Wichers, 2017). Data- collection points can be set randomly as in

in ecological momentary assessments, or event driven (e.g. the GPS recognises you are in the library and asks you to report on your learning experiences in the library). The resulting real-time data enhances closeness between an event and the report of the event, reducing retrospection bias (Walls & Schafer, 2006). It also enables the researcher to ask about experiences of the context in which the report takes place. Contextual variables can be organized in two ways. First, contexts can be thought of as levels of the hierarchical structure (e.g. time-points nested in students, nested in teachers, or classrooms). Sec-ond, contextual information can also be organized as intraindividual variables, such as individuals perceptions of the

classroom climate, or interaction with the teacher (Malmberg, Lim, Tolvanen, & Nurmi, 2016). Many studies model intra-individual data as «individuals as their own controls» using the multilevel model with time-points nested in persons (Mura-yama et al., 2017).

8. Experimental micro-longitudinaldesigns

Two types of models are applied to

the random effects general linear mo dels that grew out of the genetic modelling of Henderson (e.g. Henderson, 1982). Early

models investigated genetic relatedness between offspring and parent generations (sires and dames) by applying random ef-fects models. Also this methodology grew out of the GLM. Experimentalists have incorporated these models, particularly for the study of reaction time of various cognitive tasks. These models, common in experimental psychology, can incorporate

Bolker y Walker, 2014; Matuschek, Kliegl, Vasishtha, Baayen, & Bates, 2017).

Diary studies of micro-longitudi-nal data have been carried out (Perels, Gurtler, & Schmitz, 2005). While micro- longitudinal data collection is relative-ly rare in experimental designs, there are several ways in which aggregates of intraindividual variability could be as-sessed (Malmberg et al., 2016), or associa-tions (couplings) between variables could change as a function of the intervention (Schmitz, 2015). As engaged students have been found to have low intraindi-vidual variability (i.e. small magnitude of change from one moment to another) in competence beliefs and intrinsic moti-vation, a two-time-point study in which intraindidivual data would be collected at both time-points could unravel if intra-individual variability had diminished (i.e. less oscillations between low and high mo-tivation across the time-points) as a result of the intervention. An intervention could

in perceptions and beliefs. An alternative could be to increasing the synchronicity between beliefs, for example intentions (goal-setting) the previous lesson with self-regulated learning (goal-accomplish-ments) the subsequent lesson (Schmitz,

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2015). An intervention could be designed as a within-person encouragement and the outcome could be a stronger magnitude between joy and working memory across time-points (Schmiedek, 2016). Interven-tions could then be carried out with sin-gle-case or multiple-case ABAB designs (Walls, Barta, Stawski, Collyer, & Hofer, 2013), A indicating control or «business as usual» and B sequences when the partic-ipant receives encouragement prompts. Single-case designs utilizing such burst designs are on the increase (Kratochwill & Levin, 2010). One methodology for single-case designs is the Bayesian un-known change-point model to investi-gate and quantify immediacy (Natesan & Hedges, 2017). Complex methodologies require complex preparation. For these types of intraindividual (and cross-

effect size estimation, requires advanced computations or simulation studies (Mo-erbeek & Teerenstra, 2016).

9. How to treat the time-variable?The scaling of time in longitudinal

research has received attention, as the assumption of auto-regressive models is equidistant time-points. Time can be coded in two ways, discrete time (e.g. time-point 1, time-point 2, time-point t) or continuous time (e.g. 09:15, 09:45, 10:30, 11:40, 13:20...). For data-collection in which participants are observed, or asked to complete a questionnaire, within a cer-tain time-frame, or deliberately, continu-ous time analysis could be an important way to correct the irregular time-intervals of discrete time-coding. Such models can

in which time is coded on the scale of in-terest, or by using the ctsem package in R. Parameter estimates can thus be adjus-ted for the time-intervals used. This en-ables both modelling of longitudinal data and time-series data with parameter esti-mates correctly taking the time lags into consideration (Voelkle, Oud, von Oertzen, & Lindenberger, 2012).

Another way of thinking of time- dynamics is using differential equation models, in which we can model the rate of acceleration (Deboeck, 2013). Think of a situation in which a student gets off-task and we want to estimate how fast he or she returns to on-task behavior. Alter-native methods for working with inten-sive longitudinal data is functional data analy sis.

10. To Bayes or not to Bayes?Bayesian techniques are strongly on

the rise with applications in commercial and freeware using Bayesian estima-tion (Kaplan & Depaoli, 2012; Muthén & Asparouhov, 2012; Van de Schoot et al., 2014). The Bayesian technique es-timates the probability of a parame-ter given the data p ( | data), rather than the probability of the data given the model p (data | ) (i.e. null-hypoth-

suitable for situations when Maximum Likelihood might be underpowered, as it does not rely on large-sample theory. It is suitable for complex models such as SEM as it does not converge at impro-per estimates (e.g. negative residuals,

Robitzsch, & Marsh, 2016).


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11. Conclusions and reflectionsThe aim of this overview paper was

to inspect how processes and contexts can be investigated using state-of-the-art method ologies. Process-models of se-quences of learning events require models that can incorporate time-points within

consideration in the model. Learning con-texts prove complex places. These are pos-sible to conceptualize in terms of hierar-chies, e.g. time-points nested in students, nested in classrooms, nested in schools, but also according to relationships and interactions: student-teacher, teacher-student- group, and student-peers relationships and interactions, student-groups. Models

memberships) structures require suitable estimators (e.g. MCMC, Bayesian). There are several examples in the literature in which complex multilevel and cross-

manifest scales as dependent variables. We anticipate the next generation of mod-els in which latent variables can be used as dependent variables.

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Author’s biographyLars-Erik Malmberg is Associate

Professor of Quantitative Methods in Ed-ucation, at the Department of Education of University of Oxford. He has more than 70 publications (peer-reviewed articles, book chapters, and reports) and is the Ed-itor-in-Chief of the Journal of Learning and Instruction. His current research in-terests focus on intraindividual perspec-tives on learning processes and modelling of intraindividual data, using multilevel structural equation models.

https://orcid.org/0000-0002-5309-7403

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Keywords:

Las trampas de las publicaciones académicasThe academic publishing trap

Dr. Imanol ORDORIKA. Investigador titular. Universidad Nacional Autónoma de México ([email protected]). Distinguished Visiting Profesor. University of Johannesburg.

The academic publi-shing trap Revista Española de Pedagogía 76

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1. Introducción

conocimiento antiguo -

nuevo cono-cimiento

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-

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Messrelationen

--

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ibíd-

journals

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peer reviewed refereed journal

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2. La circulación internacional de la información académica

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open access --

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3. Comercialización de publicacio-nes científicas

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3.1. Homogeneización de las revistas académicas

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mainstream --

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4. Distorsión en publicaciones aca-démicas

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4.1. Mercado y contabilidad en la aca-demia

publish or perish

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tenure, -

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-

-

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--

-

-

ibíd

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--

4.2. De la lógica del conocimiento, a la evaluación y la clasificación jerárquica

-de calidad

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h

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--

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4.3. Académicos

-

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--

-

opciones-

-

mainstream-

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--

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rentables--

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4.4. Departamentos e instituciones

-

-

-

medidas de

4.5. Rankings internacionales

ran-kings -

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--

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-

-

--

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-harvardó-

metros -

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5. Distorsión en publicaciones aca-démicas


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5.1. Factor de impacto y calidad de contenidos

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-

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--

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-

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5.2. Sesgos de idioma-

TABLA

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TABLA

Total Revistas Académicas Español % E/A

-- -

-

TABLA

Lengua Países 2000 2014 DIF

---

-

-

-

-

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TABLA

País 2000 2015 Diferencia Periodo

% Diferencia % 2000 % 2015

5.3. Sesgos disciplinarios

-

-

-

Nature h

American Educational Research Journal

índice hCo-

municarh -

6. Reflexiones finales-

revista española de pedagogía

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-


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TABLA

Pos

. T

ítu

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JR

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(2

016)

Doc

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ños

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(2

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R

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Au

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Pos

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(2

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(2

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Notas1 Las nociones de «académico» y «científico» se re-

fieren a dos ámbitos diferentes, aunque estrecha-mente relacionados, del trabajo intelectual. Con frecuencia los dos términos se utilizan como si

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fueran equivalentes o sinónimos. Este es el caso en el presente artículo.

2 Un buen número de manuales y páginas web de universidades, revistas y editoriales académicas proveen lineamientos de identificación de lo que es una revista académica arbitrada. Casi todas coin-ciden en los siguientes elementos: los artículos son escritos por académicos o investigadores expertos en una disciplina o área de conocimiento; se uti-liza un lenguaje técnico o académico; los textos son casi siempre originales; son artículos largos y detallados acerca de una disciplina o campo parti-cular; incluyen citas completas de sus fuentes; casi en todos los casos son arbitrados o evaluados por pares; incluyen información sobre los autores; son publicados por asociaciones u organizaciones aca-démicas.

3 En general, se reconocen al menos tres formas de evaluación de pares: el arbitraje doble ciego (los artículos son enviados a revisores externos a la revista, la identidad de estos y del autor son ocul-tas); el arbitraje a través de un comité o consejo editorial (el artículo es evaluado por integrantes de estos cuerpos internos de la revista, la identidad del autor puede ser oculta o conocida); o el arbitra-je de expertos en el campo (el artículo es revisado por expertos en el tema, su identidad puede ser conocida o no).

4 Para tener una imagen de este universo es posi-ble ver los trabajos de Tenopir, Baker, Robinson y Grogg, 2006; y Veugelers, 2009.

5 Como se verá más adelante, Web of Science tiene su origen en los sistemas de búsqueda desarrolla-dos por el Institute for Scientific Information. Los derechos de este fueron adquiridos por Thomson Corporation (después Thomson-Reuters) en 1992 y por Clarivate Analytics en 2016.

6 Las ciencias naturales y médicas se mantienen en un punto alrededor del intermedio gracias a la potencia de los grupos editoriales de la American Chemical Society (ACS Publications) y la American Physical Society.

7 En sus orígenes estuvieron el Index Chemicus, Cu-rrent Chemical Reactions, el Current Contents, el Automatic Subject Citation Alert (ahora denomina-do Research Alert) y el Science Citation Index.

8 https://www.elsevier.com/__data/assets/pdf_ file/0007/69451/0597-Scopus-Content-Coverage-Guide-US-LETTER-v4-HI-singles-no-ticks.pdf

9 h t t p s : / /cdn . c l a r i va t e. com/wp - con t en t /uploads/2017/05/d6b7faae-3cc2-4186-8985-a6ecc8cce1ee_Crv_WoS_Upsell_Factbook_A4_FA_LR_edits.pdf


-

Scientometrics 56

Paper presented at the Pro-ceedings of the 7th ACM/IEEE-CS joint confe-rence on Digital libraries -

San Francisco Declaration on Research Assess-ment

Scientometrics, 79

-ACIMED, 17

-

Essays and New Atlantis

Phi Delta Kappan, 65

--

Higher Education Review, 31

Quality


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in Higher Education, 6

-

Scientometrics, 34 So-

ciology and Social Research, 12Archibald

Cary Coolidge, life and letters

Contem-porary Education, 54

La metodología de los rankings uni-versitarios internacionales

-

Learned Publi-shing, 18

-

Revista de Educación351

Semi-nars in Thrombosis Hemostasis, 34

-Outcomes of

Higher Education. Quality, Relevance and Im-pact -

Scientometrics, 72

-The

Scientist, 10

Relations industrie-lles, 53

Journal of Studies in International Education, 13

A histor d technical periodicals: the origins and develop-

d technological press, 1665-1790

PLoS One, 10

Hegemonía en la era del conocimiento: competencia global en la educación superior y la investigación cientí-

-

-

-The Relevance of Aca-

demic Work in Comparative Perspective

The Journal of Clinical Investigation, 118

La academia en jaque: Perspectivas políticas sobre la evaluación de la educación superior en México -

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Re-vista de la Educación Superior, 44

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Rankings and Accountability in Higher Education: Uses and Misuses

Per ducati-vos, 36

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The Struggle To Compete: Building World-Class Universities In Asia And Latin America

-

-

El papel estratégico de la Educación Superior en el desarrollo sos-tenible de América Latina y el Caribe -

-

Desempeño de universidades mexicanas en la función de investigación: Estudio comparativo

Nature, 417

Universi-ty League Tables and Rankings: A Critical Analysis -

-

Journal of the Medical Library Association, 91

Science, 322

Inquiry, 36 -

-Library Journal,

131

-

Scientometrics, 62

-Scientometrics,

82

Chinese Education & Society, 42

Biografía del autorImanol Ordorika

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Abstract:Academic journals have undergone pro-

found changes since they were established as the main elements in the evaluation of scho-lars and scientists in universities and other research institutions. The development of impact and performance indicators based on the number of publications and citations has distorted the choice of topics, the iden-

-tics of academic work. Impact indicators and other metrics reproduce biases —thematic, disciplinary and linguistic— that exacerbate

and institutions. It is important to recog-nize the traps facing academic publications and the distortions they create, in order to design publishing options that strengthen journals and the academic output that sup-ports them.

Keywords: --

ics, science and technology administration.

Resumen:-

mado profundamente a partir de su cons-titución como los elementos centrales de la

universidades y otras instituciones de inves-tigación. La construcción de indicadores de impacto y de desempeño a partir del núme-ro de publicaciones y las citas recibidas ha producido una distorsión en la selección de

características del trabajo académico. Los in-dicadores de impacto y otras métricas repro-ducen sesgos —temáticos, disciplinarios y de

entre los académicos y las instituciones. Es importante reconocer las trampas en que se encuentran las publicaciones académicas y las distorsiones que producen, para diseñar alternativas editoriales que fortalezcan tanto a las revistas como a la producción académica que las sostiene.

Descriptores: -

profesor, administración de la ciencia y la tec-nología.

The academic publishing trapLas trampas de las publicaciones académicas

Imanol ORDORIKA, PhD. Professor. Universidad Nacional Autónoma de México ([email protected]). Distinguished Visiting Profesor. University of Johannesburg.

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1. IntroductionAt the origins of modern academia and

science in the sixteenth century, Francis Bacon (1942) recognised the gathering and systemizing of existing knowledge as an activity almost as important as creat-ing new knowledge. At the same time, however, he argued the need to break with scholastic knowledge —which pri-marily consisted of commenting on an-cient texts— in order to highlight work based on direct observation. The practice of supporting or comparing new academ-ic contributions, in part or fully, by citing previous works has survived to our days, long after the tradition of examining an-cient knowledge1. Direct observation soon developed into experimentation, and both

latively brief texts. This led to the emer-

as well as a new form of periodical pub-lication, in the form of academic or re-search journals.

Among the antecedent forms which

the newspaper, correspondence, the Messrelationen, [accounts of measure-ments, in German in the original], the fair catalogues, and the calendars. Some of these literary forms came into exis-tence at a much earlier date and have persisted until the present day, because their functions have not been completely replaced by the periodical (Kronick, 1962, p. 49).

-teenth and eighteenth centuries can be

which was derived from the activities of the universities» (Kronick, 1962, p. 193).

With few changes, these publications —journals, in today’s lingo— became es-tablished as the principle means of com-

They took the form recognised today as peer-reviewed or refereed journals2, which can be characterized as follows: a periodical form of publication that is

which the articles are evaluated by the corresponding community of experts3, and which publish original texts.

2. The international circulation ofacademic information

century, academic journals underwent a period of consolidation. In the process, they grew in number and international distribution, their subject matter diversi-

ever more specialized. The universe of in-formation and the different types of sci-

the world became highly dynamic and varied, as well as increasingly complex, specialized and hard to encompass4. This arrangement of the international circula-tion of information and academic knowl-edge corresponds to a contemporary sci-

highly structured (Allen, 2007).

There is currently a wide range of enti-

at the international, national, regional and local levels that are engaged in order-ing, systematizing, classifying, and cate-gorizing academic journals. These pursue

altruism to publishing and information

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businesses (Elliott, 2005). The interme-diary organizations (between the author and the reader) differ in their contrasting focusses on different markets.

— Distribution: ranging from pro-moting open access (for example, sci-

publishers, DOAJ, or RedALyC) to com-mercial distribution via subscriptions (ex. JSTOR, MUSE, Elsevier, or EBSCO).

— Cataloguing: from indexing peer-reviewed articles (ex. Web of Sci-ence, Scopus and PubMed) to inclusive general inventories (ex. Ulrich’s and Latindex).

— Perspective: from generalist, integrationist, and multidisciplinary (ex. Web of Science, Scopus, and Ul-rich’s) to specialized, disciplinary, and thematic (ex. PubMed, Sociological Abstracts, and Filos).

3. Marketing of scientific publica-tions

The academic publishing complex, with its diverse focus, has expanded to include highly varied services. There are large commercial academic publishers that op-erate internationally (ex. Elsevier, Taylor & Francis, Wiley & Sons, Macmillan/Mc-Graw-Hill, Pearson, Springer, and Santil-lana). Meanwhile, in the English-speaking world university publishers with a com-mercial focus are common (ex. Stanford University Press, Harvard University Press, and Cambridge University Press).

Closely linked to the main publishing houses are large groups that supply sys-temized academic information, such as

Clarivate Analytics with Web of Science (WoS)5 or Elsevier with Scopus. In addi-

(DOAJ and CrossRef) companies has de-veloped to distribute academic publica-tions electronically.

A study by Larivière, Haustein, and Mongeon (2015), in which the authors reviewed nearly 45 million documents indexed in WoS between 1973 and 2013, found that over 50% of the texts in 2013

groups: Reed-Elsevier, Springer, Sage, Taylor & Francis, and Wiley-Blackwell. The concentration of journals varied by discipline, with 70% of the articles in the social sciences, 53% of those in the na-tural medical sciences6, and 20% in the humanities concentrated in journals pub-lished by these groups. Furthermore, the study by academics from the University of Montreal shows how the concentration of academic journals, works published, and

increased, due to the acquisition of exist-ing publications and the creation of new ones. The massive growth of the industry and the heavy concentration of acad emic journals has become cause for concern and debate within academic and research communities virtually everywhere in the world.

3.1. Homogenization of academic jour-nals

The circulation of academic and scien-

periodical publications currently takes place under the scenario described (Allen,

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2007). Academic journals traditionally take great care in conducting the follow-ing tasks: the communication with the ed-itorial bodies, referees, and authors; the selection of articles by peer review; ensur-ing correct style, editing, and formatting; and the dissemination of content and dis-tribution.

Nowadays, traditional procedures are complemented with the intensive use of information technologies. New ground rules, parameters and requirements have also been imposed on journals. These in-clude national and international index-ing, the move to digital delivery instead of, or in addition to, print publishing, and publication in multiple languages (almost always English). The new rules have a convergence effect that homogenizes the form and content around the model of the refereed academic journal, which is included in the leading international indices («Peer review reviewed», 2002; Swartz, 1999).

This homogenization is viewed as a limiting factor for countries and insti-tutions with different traditions and de-grees of academic consolidation (Cano, 1995; Ahimbisibwe, Dahdouh-Guebas, Koedam, & Van Moll, 2003; Arencibia- Jorge & de Moya Anegón, 2008; Marginson & Ordorika, 2010). Nonethe-less, journals and the bodies that support

participation in the global mainstream of knowledge circulation; meanwhile, local academic communities aspire to recogni-tion of the international impact of their work (Dahdouh-Guebas et al., 2003). These dynamics have far-reaching reper-cussions on areas such as: opportunities

to participate in international projects and networks (Elliott, 2005); systems of performance-based payment and stimuli for productivity; possibilities for career advancement; and national and inter-national academic mobility, among other incentives.

Such trends have also fuelled public discourses and policies that emphasize increasing competitiveness in the know-ledge economy at a global level (Ordorika & Pusser, 2007). For this reason, journals face considerable pressure to be inclu ded in the main indices and thus increase their level of participation in inter-national knowledge creation and circula-tion circuits.

4. Distortion in academic publica-tions

-demic journals cease to be primarily tools for communicating science and know-ledge? Since when has the logic of stabil-ity and career advancement taken pre-cedence over the logic of knowledge and academic creativity? Such interrogatives paint an overly idealized picture of the

journals of the past. In reality, these have always been associated with building the careers, prestige and status of individu-als or research groups, within academic

and with winning awards. Journals have responded to the interests of the domi-

knowledge and institutions— and also to


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4.1. The market and accounting in ac-ademia

The emergence and subsequent so-cialization of the call to publish or perish

-eth century (Case, 1927; Coolidge & Lord,

1980s it had become widespread in uni-versities and research centres throughout much of the world. Hiring, promotion, and continued employment of academic staff in these institutions (including tenure where it exists) have increasingly been decided by the volume and impact of their academic publications.

At least two factors coincided in the es-tablishment of bibliometric measures as a fundamental factor driving academic ca-reers. Firstly, in contemporary societies:

the dominance of the market shapes the new forms of the state, as well as so-cial organization and culture. At pre sent, the dominant social discourse claims that the market and competition are the most effective and equitable social regulators. The «commercialization» of social life permeates all societal institu-tions, including universities, and public ones in particular, which are under great pressure to redirect their activities and resources to the production of private goods and market-orientated knowledge. The adoption of practices and concepts that are typical of the market and com-

processes of authenticating and measur-ing the «products» of knowledge that fall outside the traditional methods of scien-

author’s translation).

While this may seem obvious, the same argument applies to academic research and knowledge-creation in all sorts of in-stitutions; this is due to the pervasiveness of the market discourse and practices, on the one hand, and the centrality of uni-versities in these activities, on the other.

Secondly, the requirement to measure -

cations was accompanied by instruments

The precursor to current bibliometric sys-tems was the ISI Web of Knowledge (ISI WoK), which was originally produced by

(ISI) starting in 1960. The company, -

to create compilations, lists, and indices of articles published in important jour-

health sciences in the United States.

The project originally had two aims: to discover information to enable re-

output in periodicals, and to retrieve in-

relevant articles in a growing stream of literature by building thematic indices.

-

project also proposed the development of

literature, in what became the precursor of the Science Citation Index, published by ISI starting in 1964 (Ordorika, Rodrí-guez Gómez, Lozano Espinosa, & Márquez Jiménez, 2009, p. 41).

ISI has developed databases and in-struments for monitoring academic pro-

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duction in virtually every discipline7. The Science Citation Index has been joined by indices for the social sciences (Social Science Citation Index, SSCI) and the hu-manities (Arts and Humanities Citation Index).

Healthcare acquired ISI and renamed it ISI-Thomson Web of Knowledge. Then, in 2008, Thomson bought Reuters and WoK became Thomson Reuters Web of Science (WoS). Finally, in 2016, Thomson-Reuters

information operations to Clarivate Analytics. The company has continued to operate WoS and the other databases of publications and citations, which cover thousands of journals and can be con-

clear transformation in the original pro-ject of discovering and retrieving infor-mation, in other words ‘systematization to inform’, leading to a new era of impact

words ‘systematization to measure’» (Or-dorika et al., 2009, p. 41).

For several decades, ISI had an almost-exclusive command over biblio-metric information. However, in 2004, Elsevier launched Scopus, its own data-base of abstracts and citations. In Au-gust 2017, Scopus listed 22,800 titles and 70 million records dating back to 17788, while WoS listed 33,000 titles and 100 million records since 19009. There are also other specialist databases and indices such as PubMed, with almost 30 million entries going back to 1966; the Chemical Abstracts Service of the American Chem-ical Society, with 47 million articles and patents; and Education Resources

Information Center (ERIC), an online da-tabase with 1.5 million bibliographic re-cords, citations, and abstracts of articles and other educational materials.

4.2. From the logic of knowledge to hi-erarchical evaluation and classification

Publishing articles in quality academic journals and measuring their impact by counting citations have become the basic measures for evaluating the productivity

-cations based on quality and impact crite-

-try to general and specialized indices. The most notable cases are WoS and Scopus, which calculate authors’ h-indices and also present their own SNIP, SJR, Cite-score (Scopus), and JCR (WoS) impact in-dices for journals. Journals, articles, and citations —basic elements for the devel-opment of modern science, communica-tion and the critique of knowledge— have become the key elements for evaluating scientists and academics, as well as de-partments and institutions. At the same time, through indexing and impact indi-ces, these measures have become central components of international university rankings.

4.3. AcademicsSince the 1980s, higher education and

research institutions in many countries have established merit-pay or perfor-mance related pay systems for research-ers and professors (Barber & Klein, 1983; Dennis, 1982; Escudero Escorza, Pino Mejías, & Rodríguez Fernández, 2010;


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Grant, 1998). In these cases, academics’ in-comes comprise a basic salary plus a bonus —often called a stimulus or incentive— in varying proportions. In Mexico, for ex-ample, the monthly bonuses paid by the National Researchers System and the in-centives provided by individual institutions can account for more than two thirds of ac-ademics’ total income (Ordorika, 2004).

At the same time, performance evalu-ations are essentially based on research production indicators. The publication of articles is the most highly-valued type of research output in almost all disci-plines; meanwhile, books and book chap-ters have some value, depending on the subject areas. In that context, publishing articles in indexed journals and citations in the various indices are prerequisites for entering academia and for a success-ful career, as well as for obtaining larger bonuses. These criteria, which prioritize inter nationally indexed journals, also af-fect the choice of topics and the design of research projects; in many cases, they also shape the content, analytic view-points, audiences and languages of pub-lication. As shown below, these options put academics and researchers, as well as journals published by many countries and universities, at a disadvantage com-pared with their counterparts in the Glob-al North and English-speaking countries; this is largely due to the language biases and the international mainstream of dis-

Performance evaluations and perfor--

come and status within academic groups. They also incentivize competition, under-mine collaboration and collegiality, and

oblige academics to prioritize the most

these forms of evaluation condition and stratify access to research funding, creat-ing a vicious circle in which inequalities accumulate (the Matthew effect).

4.4. Departments and institutionsPerformance evaluations of depart-

ments and institutions are based on ag-gregate productivity indicators of lec-turers and researchers. Accordingly, journals, articles and citations play a cen-tral role in the evaluation of departmen-tal groups, as well as of higher education or research institutions. In addition to publication and impact indicators, there are also budgetary ones; these give rise

-ductivity, through which institutions are rewarded or punished.

4.5. International rankings-

sities, better known as rankings, have be--

tial since the appearance of the Academic Ranking of World Universities (ARWU) in 2003 (Ordorika & Lloyd, 2013, 2014); the

worldwide, is produced by Shanghai Jiao Tong University in China. Since then, the number and variety of rankings has in-creased dramatically. There are currently over 18 global rankings, as well as other regional and national ones. Internation-al rankings have played a major role in debates about universities in each coun-try and at international meetings. Their

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institutional decisions «cannot be under-stood outside a global setting that values

which are in turn strongly shaped by mar-keting» (Ordorika, 2015, p. 7). Equally in-

rankings are presented, more or less ex-plicitly, as ‘objective’ measurements of the quality of all of the world’s universities» (Ordorika, 2015, p. 7).

Most international rankings essential-ly measure the international circulation

-tations and articles published in indexed journals. They rely on the WoS and Sco-pus databases, with which they have es-tablished commercial contracts and stra-tegic alliances. For example, ARWU uses WoS, while the Times Higher Education supplement’s various rankings and those produced by Quacquarelli Symonds (QS) use Elsevier-Scopus (DGEI, 2018).

In the process, international rankings reproduce the biases towards the elite American research universities, of which Harvard University is the leading exam-ple. For this reason we have described the rankings as harvardometers in other texts (for ex., Martínez Stack, Lloyd, & Ordorika, 2015, p. 194). Many authors (Berry, 1999; Bowden, 2000; Federkeil, 2008; Florian, 2007; Ishikawa, 2009; Provan & Abercromby, 2000; van Raan,

that «problems and limitations with the rankings, such as a lack of transparency in their methodologies, the bias towards the English language, and their homoge-

2013, p. 217).

5. Distortion in academic publica-tions

The policies and systems for evaluat-ing and remunerating academic, scien-

-ed authors and journals —especially those outside the English-speaking world— to enormous pressures to seek inclusion in the main indices, increase their impact, and expand the international circulation of content. This creates tensions and con-tradictory dynamics for the development of journals and their editorial policies. Examples include the use of English to pursue external audiences in lieu of their own language —in our case Spanish— and the local, regional, and national rele-vance of the topics and problems tackled. A third issue is the widespread tendency to equate the quality and pertinence of content with the number of article cita-tions or the journal impact factor.

5.1. Impact factor and quality of con-tent

The correspondence between impact factors and the quality of content has been disputed virtually since the moment it became a key indicator in the evalua-tion of journals and academics across disciplines (Saha, Saint, & Christakis, 2003; Favaloro, 2008; Simons, 2008; Archambault & Larivière, 2009). In this sense, the San Francisco Declaration on Research Assessment (DORA) stands out among the strongest criticisms. The dec-laration was drafted by delegates at the Annual Meeting of the American Society for Cell Biology (ASCB) in May 2013, and as of June 2018, it had been signed by 485


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12,038 lecturers and researchers from throughout the world (American Society for Cell Biology, 2013).

The Journal Impact Factor is fre-quently used as the primary parameter

-put of individuals and institutions. The Journal Impact Factor, as calculated by Thomson Reuters, was originally created as a tool to help librarians identify jour-nals to purchase, not as a measure of the

With that in mind, it is critical to under-stand that the Journal Impact Factor has

as a tool for research assessment. These limitations include: A) citation distribu-tions within journals are highly skewed; B) the properties of the Journal Impact

of multiple, highly diverse article types, including primary research papers and reviews; C) Journal Impact Factors can be manipulated (or «gamed») by editorial policy; and D) data used to calcu-late the Journal Impact Factors are nei-ther transparent nor openly available to the public (American Society for Cell Biology, 2013).

-cludes a set of general recommenda-

foundations and agencies, institutions, publishers, organizations that provide metrics, and researchers. Regarding pub-lishers, their suggestions are to:

1) Greatly reduce emphasis on thejournal impact factor as a promotional tool, ideally by ceasing to promote the impact factor or by presenting the met-

ric in the context of a variety of journal- based metrics. […] 2) Make available a range of article-level metrics to encour-age a shift toward assessment based on

than publication metrics of the journal in which it was published. […] 3) Encour-age responsible authorship practices and the provision of information about the

[…] 4) Whether a journal is open-access or subscription-based, remove all reuse limitations on reference lists in research articles and make them available under the Creative Commons Public Domain Dedication. […] 5) Remove or reduce the constraints on the number of references in research articles, and, where appro-priate, mandate the citation of primary literature in favour of reviews in order

Cell Biology, 2013).

Despite these criticisms and the va-lidity of the recommendations, the bod-ies that evaluate journals and academics maintain the central position of impact indices and factors. Journals attempt to increase their positions in the indices per-manently and reproduce them as proof of the quality of the publication within the academic community. For journals from outside the English-speaking world, pursuing high indicators is an uneven contest; it forces them to abandon their original language and adopt English or publish in both languages —a very costly enterprise. In addition, in their quest for high index scores, journals redirect edito-rial policies towards topics of internation-al interest and global audiences.

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5.2. Language biasPublications in journals indexed in

Web of Science (WoS) and Scopus are

in turn highly skewed in favour of En-glish-speaking academics and institu-tions. Following are some examples:

TABLE 1. Distribution of academics in higher education.

World 12,500,000

Spanish-speaking countries 1,200,000

% 9.6%

Source: UNESCO, retrieved February 2018.

According to data from UNESCO and the OECD, there are an estimated 12.5 million full-time lecturers (or equiva-

lents) in higher (tertiary) education. Over 1.2 million of these (almost 10%) are from Spanish-speaking countries.

TABLE 2. Periodic academic publications in Spanish.

Total Journals Academics Spanish % A/STotal 766,893 247,865 139,356 8935 6.4%

Abstract or index 177,458 120,301 94,338 5815 6.2%

JCR WoS 11,772 11,573 11,392 278 2.4%

SJR Scopus 23,222 896 3.9%Source: Ulrich’s Directory, retrieved February 2018.

According to Ulrich’s Directory, there are over 766,000 publications of all types in the world; of those, 139,356 are acad-emic or research journals and just 6.4% are in Spanish. Meanwhile, Scopus lists just 896 journals published in Span-ish-speaking countries and there are only 278 in WoS. Between 2000 and 2018 the

number of journals in Scopus grew from 297 to 896, an increase of roughly 200%. The dearth of academic research journals in Spanish is apparent if we compare the total share of those publications in 2014 (3.5%) with that of academics in Span-ish-speaking countries (9.6%).


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TABLE 3. Academic journals by language of publication.

Language Countries 2000 2014 Diff.

English 84.5% 83.8% -0.8%

Spanish 2.0% 3.5% 1.4%

Other 13.4% 12.8% -0.7%

Total 100% 100% ---

Source: Ulrich’s Directory, retrieved February 2018.

That said, academic output from the Spanish and Portuguese-speaking world, judging by articles indexed in Scopus be-

growth during the period: 137% in Latin America, Spain, and Portugal. However,

this critical mass of academic publica-tions, authors, and citations has not been matched by an equivalent increase in the number of journals from these countries indexed in the database.

TABLE 4. Academic output indexed in Scopus (2000-2015) from Spain, Portugal and Latin America.

Country 2000 2015 Difference Period

% Difference % 2000 % 2015

SPA 27,924 78,049 50,125 80 43.1 35.8

BRA 14,042 61,417 47,375 237 21.7 28.2

POR 4143 20,304 16,161 290 6.4 9.3

MEX 6133 18,705 12,572 105 9.5 8.6

ARG 5273 11,728 6455 22 8.1 5.4

CHI 2163 9946 7783 260 3.3 4.6

COL 818 7339 6521 697 1.3 3.4

CUB 1251 2083 832 -33 1.9 1.0

VEN 1293 1762 469 -64 2.0 0.8

PER 233 1479 1246 435 0.4 0.7

URU 349 1282 933 167 0.5 0.6

Rest of LatAm 1123 3886 2763 146 1.7 1.8

Total 64,746 217,993 153,247 137 100.0 100.0

Source: Scopus, 2018.

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5.3. Disciplinary biasesThe indexing of journals in the WoS

and Scopus databases also reveals signif-icant disciplinary biases. Initially, both had a strong concentration of journals in the areas of health and some natural sciences, and while the two indices have

-cess of developing systems for measuring impact in the social sciences and human-ities. Of the 36,831 journals listed by the Scimago Journal Ranking, which is based on Scopus, Nature has the highest h-index with 1011. In contrast, the top education publication is the American Educational Research Journal, which is ranked 1813th and has an h-index of 89. Even more strik-ing, the top-ranked education journal from a Spanish-speaking country is Comunicar in 11,236th place with an h-index of 18. The following table shows the rankings of Spanish-language journals.

6. Final commentsThis article was inspired by the 75th

anniversary celebrations of the revista española de pedagogía. It argues the

--

nals have undergone since the last quar-ter of the 20th century. We have reviewed some of the changes that have occurred since article publication and citations became the primary basis for evaluating

-text, we argue that the editorial policies of journals have become distorted as a result of the new demands and expectations.

This shift has had a generalized im-pact on academic journals throughout the

world. However, it is apparent that those located on the periphery of the dominant countries in academia and science, as well as ones that publish in languages other than English, face conundrums that are more complex and harder to solve. These are traps for academic publications, as well as for the authors who publish in these journals, and whose working condi-tions and forms of academic communica-tion have changed radically.

have started to criticize the current na-

publications and evaluations; they note that these policies have challenged re-searchers, journals, and research itself in very diverse areas of knowledge. Ac-cordingly, thousands of academics and re-searchers have signed on to the criticisms and proposals of the San Francisco Decla-ration and made them their own.

From the journals’ position, there is a need to continue to dig deeper into this topic and prepare alternatives; this is particularly true for journals published in languages other than English and in countries or regions that are less competi-

From that perspective, there is a need to establish editorial agendas, priorities and policies that make it possible to confront

it is important to continue with efforts towards integration in the international

-lates. On the other, we must guarantee the relevance of these publications —in terms of topics and analytic perspec-tives— in the local, regional, and national spheres. Integrating these two pathways


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is not easy: it must start with the recog-

Certain topics are transcendental for the development of academia and science in these countries. Of particu-lar importance, in our opinion, is the defence of original languages —in this case Spanish— as languages of science and knowledge. This framework enables

integration based on national capacities for creating knowledge that is locally- relevant or geared towards international exchanges.

In order to achieve this, we must strengthen academic journals so that they are in a position to achieve internation-al integration, while addressing national and international topics from a local per-spective and in the authors’ native lan-guages. It is a question of avoiding traps and correcting distortions; in sum, put-ting knowledge back at the centre.

Notes1 The notions of «academic» and «scientific» refer to

two different but closely-related fields in intellectu-al work. The two terms are often used as equiva-lents or synonyms. This is the case in this article.

2 Many handbooks and websites of universities, jour-nals, and academic publishers provide guidelines for determining what qualifies as refereed academ-ic journals. Almost all of them agree on the fol-lowing elements: articles are written by academics or researchers who are experts in a discipline or field of knowledge; technical or academic language is used; the texts are almost always original; they are long and detailed texts about a particular field or discipline; they include complete references to their sources; in almost all cases they are refereed or evaluated by peers; they include information

about the authors; they are published by academic associations or organizations.

3 In general terms, three forms of peer review are recognized: double blind review (the articles are sent to reviewers outside the journal, and the iden-tity of the reviewers is kept secret); review by a an editorial committee or board (the article is evaluat-ed by members of an internal editorial body, while the author’s identity can either be hidden or made public); and refereeing by experts in the field (the article is reviewed by experts, whose identity may or may not be kept secret).

4 For an idea of this universe, see Tenopir, Baker, Robinson, & Grogg, 2006 and Veugelers, 2009.

5 As noted below, Web of Science originated from the search systems developed by the Institute for Sci-entific Information. The rights were then acquired by Thomson Corporation (subsequently Thomson- Reuters) in 1992 and by Clarivate Analytics in 2016.

6 The concentration of journals in the natural and medical sciences published by these companies is less pronounced, thanks to the power of the edito-rial groups of the American Chemical Society (ACS Publications) and the American Physical Society.

7 ISI was originally comprised of the following da-tabases: the Index Chemicus, Current Chemical Reactions, Current Contents, Automatic Subject Citation Alert (now called Research Alert), and the Science Citation Index.

8 https://www.elsevier.com/__data/assets/pdf_file/0007/69451/0597-Scopus-Content-Coverage-Guide-US-LETTER-v4-HI-singles-no-ticks.pdf

9 https://cdn.clarivate.com/wp-content/up-loads/2017/05/d6b7faae-3cc2-4186-8985-a6ec-c8cce1ee_Crv_WoS_Upsell_Factbook_A4_FA_LR_edits.pdf

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. Mexico City: Seminario de Educa-ción Superior, UNAM.

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Ordorika, I. (2004). El mercado en la academia. En I. Ordorika (Ed.), La academia en jaque: Perspectivas políticas sobre la evaluación de la educación superior en México (pp. 35-74). Mé-xico, DF: CRIM-UNAM / Miguel Angel Porrua.

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Ordorika, I., Rodríguez Gómez, R., Lozano Espi-nosa, F. J., & Márquez Jiménez, A. (2009). Desempeño de universidades mexicanas en la función de investigación: Estudio comparativo. México, DF: Dirección General de Evaluación Institucional, UNAM.

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Imanol ORDORIKA

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novating This Old House. Library Journal, 131. Retrieved from http://works.bepress.com/

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on Credibility of China’s University Rankings. Chinese Education & Society, 42 (1), 70-80. doi: https://doi.org/10.2753/CED1061-1932420106

Author’s biographyImanol Ordorika holds a PhD in So-

cial Sciences and Education from Stan-ford University. Professor at the Instituto de Investigaciones Económicas (UNAM). His main research topics are politics and university, globalization, higher educa-tion and social movements in education. He is the General Director of Institutional Evaluation at the UNAM and Director of the Revista de la Educación Superior.

https://orcid.org/0000-0002-6140-8283

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Comunicar: calidad, visibilización e impactoComunicar: quality, visibility and impact

Dra. M. Amor PÉREZ-RODRÍGUEZ. Profesora Titular. Universidad de Huelva ([email protected]).Dra. Rosa GARCÍA-RUIZ. Profesora Contratada Doctora. Universidad de Cantabria ([email protected]).Dr. Ignacio AGUADED. Catedrático. Universidad de Huelva ([email protected]).

Resumen:

-

-

--

revista Comunicar -

-

-

-

-

Descriptores: --

Abstract:

-

-

-

Comunicar--

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-

Comunicar -Comunicar: quality, visibility and impact Revista Española de Pedagogía 76

M. Amor PÉREZ-RODRÍGUEZ, Rosa GARCÍA-RUIZ y Ignacio AGUADED

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Keywords:-

1. La difusión del conocimiento a través de las revistas científicas

--

-

--

-

--

-

-

-

-

-

1.1. Nuevas estrategias de divulgación

-

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-Open

Access

-

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--

-

-

-

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calls-

newsletters

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-

-

-

--

1.2. Calidad e impacto--

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-

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peer review

-

impact factor,

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--

-

2. Comunicar. Análisis de su es-tructura y características

Comunicar -

educomunicación

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focus

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2.1. Artículos y temas-

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GRÁFICO Comunicar

Comunicar


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Comunicar

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Comunicar --

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TABLA Comunicar

TítulosNúmero

de lectores

Número de citas

WoS Scopus

Comunicar

--

-

TABLA Comunicar

TítulosNúmero

de lectores

Número de citas

WoS Scopus


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TítulosNúmero

de lectores

Número de citas

WoS Scopus

Comunicar

tags-

GRÁFICO tags

Comunicar

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-calls

-calls

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2.2. AutoríaComunicar

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Comunicar-

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Comunicar educomunicación

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2.3. Metodologías utilizadasComunicar

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media literacy --

--

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-

2.4. Calidad

Comunicar

GRÁFICO

Comunicar 2018

2.4.1. Impacto y prestigio

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Comunicar

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open ac-cess -

Comuni-car

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2.4.2. Visibilidad y acceso-

Comunicar

-

--

-

--

-

(Di-gital Object Id r) -

(Open Researcher and Contributor ID)

-

2.4.3. Puntualidad y seriedad

Comunicar -

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preprint

-

call

2.4.4. Rigor del procesopeer re-

view,

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-

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2.4.5. Ética y compromiso-

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-Comunicar

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2.4.6. Gestión editorial

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Comunicar -

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--

ePub issue preprint print


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2.4.7. Comunidad científica-

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Comunicar -

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educomunicación

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2.4.8. Tecnologías emergentes

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-

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. Comunicar

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2.4.9. Originalidad y progreso

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--

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Comunicar --

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educomunicación

2.4.10. El autor como máxima

Comuni-


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car

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3. Conclusiones y claves para la mejora de revistas de investigación educativa

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call

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Comunicar-

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Comunicar

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-online -

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focus --

-Comunicar -

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-Learned Publishing 26

--

ComunicarManual de buenas prácticas en edición de r

-

--

Revista Española de Documentación 31

Biblio-tecas. Anales de Investigación, 12

Journal of Documentation 56

Revista Espa-ñola de Drogodependencias 39 -

-

Informe APEI sobre publicación en r

Jour-nal of Infometrics 11

La edición de r rectri-ces, criterios y modelos de evaluación -

-

-Comunicar 21 ,

Learned Publishing 30

-Revista

de Investigación Educativa 32

Estadísticas -


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The de for authors: from research de-

sign to publication

-Proce-

edings of the National academy of Sciences of the United States of America 102

--

-Revista Española de Docu-

-

In-vestigación Bibliotecológica 31

Re-search Evaluation 26

Cardiocore 50

Comunicar 21 ,

Biografía de los autoresM. Amor Pérez-Rodríguez -

-

-

Comunicar Universitas--

Rosa García-Ruiz -

-

revista Comunicar Alteridad. Revista de Educación -

--

Ignacio Aguaded-

vista Comunicar -

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Comunicar: quality, visibility, and impactComunicar: calidad, visibilización e impacto

M. Amor PÉREZ-RODRÍGUEZ, PhD. Assistant Professor. University of Huelva ([email protected]).Rosa GARCÍA-RUIZ, PhD. Assistant Professor. University of Cantabria ([email protected]).Ignacio AGUADED, PhD. Professor. University of Huelva ([email protected]).

Abstract:Social science journals are undergoing a

process of change to reach the quality stan-dards required by knowledge assessment agencies. This paper presents an overview of the main areas requiring improvement in order to attain a better position, visibility, and impact for these journals. Considering its remarkable trajectory that makes it a

model of the journal Comunicar is analysed, pondering the relationship between articles received and accepted, authorship, methodol-ogies, and quality criteria employed by the

on the existence of a new academic culture, the potential quality parameters of the jour-nals and their indicators, the importance of the author of academic texts and his or her training, the establishment of topics of in-terest beyond the local or individual, visibili-ty and transference, and the incorporation of new ways of measuring the impact of work, in line with the resources of the digital society.

Keywords: -vulgation, impact, quality standards, indexation.

Resumen:

ciencias sociales están experimentando un proceso de cambio para alcanzar los están-dares de calidad exigidos por las agencias evaluadoras del conocimiento. Este traba-jo plantea una revisión de los principales aspectos que pueden ser mejorados para que las revistas del área puedan lograr un mejor posicionamiento, visibilización e impacto. Considerando su destacada tra-yectoria, que la convierte en un referen-te en el ámbito de las ciencias sociales, se analiza el modelo de la revista Comunicar, teniendo en cuenta la relación entre ar-tículos recibidos y publicados, la autoría, las metodologías y los criterios de cali-dad priorizados por la revista. Se concluye

parámetros de calidad de las revistas y sus indicadores, la importancia del autor de tex-

-miento de temas de interés más allá de lo local o individual, la visibilización y trans-ferencia y la incorporación de otros modos de medir el impacto de los trabajos, más en

M. Amor PÉREZ-RODRÍGUEZ, Rosa GARCÍA-RUIZ and Ignacio AGUADED

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consonancia con los recursos de la sociedad digital.

Descriptores: --

lidad, indización.

1. The dissemination of knowledgethrough academic journals

Academic journals are the channel for divulging academic knowledge and passing on results from research teams to the academic community. Alongside books, and depending on the epistemo-logical area, articles are increasingly the primary means for accessing knowledge (Andersen, 2000; Hirsch, 2005; Corrêa Jr., Silva, Costa, & Amancio, 2017). Read-ers, researchers, academics, and profes-sionals can access advances from any subject area with the guarantee that the texts have been checked and evaluated following a peer-review process.

In recent years, this culture has be-come consolidated for reasons such as re-searchers’ ethical duty and recognition by peers, and academic promotion (Baiget & Torres-Salinas, 2013), or impact on the se-lection and promotion of staff and on the

and even sources of funding (Perales- Palacios, Vílchez-González, & Gutiérrez- Pérez, 2017). Consequently, journals have had to adapt and become spaces for effec-tive communication so authors can present

-

with the principles and challenges of sci-ence or as an intellectual exercise (Hengl, Gould, & Gerritsma, 2011). Alongside this, and in line with the demands of the

academic world, quality standards have been adopted that attract researchers/au-thors, in the hope of obtaining advantages

level, recognition of research accomplish-ments in most subject areas is calculated based on the quality of the journals in which the works are published, and this

particular researchers and their standing as an expert, but also on the institutions they are part of.

Academic journals have unquestion-ably become consolidated as reference points containing the most important works that are the state of the art, ad-

research groups with regards to original and novel results, and networks of es-

-vant topic. In this sense, Petersen notes (2017, p. 256) the crucial role of editors and their control over academic discourse. Being dynamic, periodical, timely, up to date, and rigorous in the dissemination of knowledge, accessible, and ever more open and digital are factors that pay an important role in this.

1.1. New dissemination strategiesDisseminating articles is one of the

basic tasks of the editorial team of an

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academic journal, along with selecting the best works. Nowadays, this is an impor-tant commitment in an ever more open and connected society. Nonetheless, it is a controversial matter as open dissem-ination (Open Access, OA) has sometimes been associated with journals that do not rigorously comply with processes for selecting and reviewing the works they publish and do not have editorial teams that operate with professionalism, trans-parency, and quality. Furthermore, the academic system

contains the paradox that open- access publication is clearly promoted, but when the academic activity of re-searchers is evaluated, agencies value especially highly journals covered by Web of Science […] or by Scopus (Giménez Toledo, 2014, p. 14).

-itorial teams as they have to align them-selves with the requirements of OA and simultaneously the measurement de-mands of academic policy. Nevertheless, «OA is not in any way incompatible with quality» (Baiget & Torres-Salinas, 2013, p. 73); many open-access journals meetthe quality requirements of an academic publication while there are other indexed journals that have poor editorial prac tices,

use predatory practices (Giménez-Toledo, 2014, p. 15).

The editorial team of a journal makes a commitment to the authors who entrust to them their best academic output for pub-lication to be read by the greatest number of experts in the subject. This commit-ment guarantees the journal’s prestige.

The desire to appear in the best reposi-tories and databases, indexes classed as excellent, and OA are some channels for this, all with their own strengths and weaknesses.

In parallel, and in the context of the online society, there are other dissem-ination strategies for trying to reach so-ciety and facilitating the divulgation of knowledge among citizens and not just among researchers. Digital tools (Björk & Tenopir, 2017), alternative metrics and social networks are «important ex-amples of how these changes are shaping publications and their dissemination» (Alonso-Arévalo & Vázquez-Vázquez, 2016, p. 16).

As a result, it is increasingly important for journals to develop and incorporate strategies to raise their visibility, such as: an accessible, user-friendly, intuitive,

-imum amount of information about its publication policy and processes; blogs in different languages that allow dissemina-tion, commentary, and analysis of certain published texts in a more accessible way; blogs on questions relating to the writing of articles, the journal’s own instructions and its topics or area of specialisation, with posts by editors or specialists in academic writing and research; videos that present the journal itself and its edi-torial policy or instructions for uploading articles, accessing sections, or responding to calls for submissions; social networks accounts that make it possible to dissem-inate articles separately and make com-ments on them or on related events or the publication of an issue; newsletters


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and mass mailings to email addresses of potential readers; media participation featuring interviews with editors or the coordinators of monographic issues who explain or comment on the most inter-esting aspects of what is being published, and so on.

The contribution authors make to sci-ence and knowledge with their work, along with the possibility that it will be cited and used as a source, are closely related to it having the maximum dissemination. Accordingly, open access, or the use of re-sources such as the ones mentioned above, does not mean abandoning editorial qual-ity. In fact, evaluation reception among a broader public is starting to be consid-ered (Adie & Roe, 2013; Torres-Salinas, Cabezas, & Jiménez, 2013). Alonso- Arévalo and Vázquez-Vázquez (2016) fo-cus on evidence obtained from academic networks where authors and publishers can respond to and share work, manage their digital identity, and obtain data on the attention received.

1.2. Quality and impactQuality and impact are not synonyms

when considering academic publications. The quality of an academic journal is determined based on its editorial pol-icy and process (exemplary and trans-parent), its editorial team (people with prestige and a track record in the area of the publication), and the impact of the publication (presence in databases, repositories, citations, rankings, index-ing). Perales-Palacios, Vílchez-González, and Gutiérrez-Pérez (2017) underline the importance of criteria regarding editorial

policy, peer review, and structural meth-odologies. For his part, Repiso (2015, p. 46) notes transparency, professional-ism of the editorial evaluation service, the academic experience of its members, the number of reviewers used, compli-ance with the different evaluation peri-ods, notifying authors, and publication, along with formal aspects. Baiget (2014, p. 5) also emphasises «thoroughness when caring for the formal aspects, with-out forgetting a marketing effort that is vital today».

Peer review is undoubtedly a guaran-tee of quality as it entails evaluation by

Ruiz-Pérez, & Jiménez, 2006; Escribá & Cortiñas, 2013; Forrester, Björk, & Tenopir, 2017; Giménez-Toledo, 2014). In addition, the impact of citations of works —their impact factor— adds another lev-el to the quality of the journal. In recent years, the change in the system for eval-uating research in Spain has meant that

-uated using parameters from the experi-mental sciences, leading to concerns and problems (Escribá & Cortiñas, 2013). As a result, journals have consolidated quality practices in their publishing format and policy to attract to their publication works

subsequently be cited, allowing the jour-nal to establish itself in the most import-ant databases or indexes.

2. Comunicar: analysis of its struc-ture and characteristics

Comunicar is an academic jour-nal specialising in communication and


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converge. It has a monographic section, -

search focus, and another miscellaneous section in which articles are published covering other topics, always within the line of interest of the journal, such as audiences, communication, information and communication technologies applied

-cation, the new languages of the media, and so on. In its 25 years of history it has published a total of 1,750 articles, including research and studies, on a twice-yearly basis. In 2016 from issue 46 it became quarterly, publishing 40 arti-cles per year.

2.1. Articles and topicsThroughout the history of the journal,

the number of articles received has in-

articles rejected or turned down has also increased. This constant increase can be seen, particularly since 2016, when four issues started to be published each year. Approximately 200 articles are received per issue, making a total of over 800 per year (Graph 1). When compared with the

-lication (Graph 2), this trend to growth was already apparent. During those years, the articles received increased from 116 per is-

-ing from 220 to 530. This information can be checked on the journal’s website in the statistics section (www.revistacomunicar.com/index.php?contenido=estadisticas).

GRAPH 1. Comunicar, 46-55. Quarterly publication.

250

200

150

100

50

0Received Accepted Rejected

Source: Comunicar (https://bit.ly/2Jf3COh), 2018.


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GRAPH 2. Comunicar, 39-48. Twice yearly publication.

350

300

250

200

150

100

50

0Received Accepted Rejected

Source: Comunicar (https://bit.ly/2Jf3COh), 2018.

This increase in interest in publish-ing in the journal is explained, on the one hand, by the dissemination efforts made by the editorial team, in line with the pol-icy regarding quality requirements and standards for accepting manuscripts, and by the positioning of the journal among the leading impact indexes. Since 2016, Comunicar has been in JCR-Q1 and Scopus-Q1, as well as being the best clas-

Redib (2018), which, as a consequence, at-tracts a larger number of authors to pub-lish their works.

As well as the statistics about the number of articles received, rejected, and published per year, information is pro-vided about the topics covered, the most

read articles and the most cited ones. In this way, we attempt to show read-ers which studies, focuses, topics, and approaches are of most interest to the academic community and have an impact that clearly favours the positioning of the journal in the most select and demanding databases in the realm of academic pub-lishing.

The analysis of the articles published shows a trend in interest in topics relat-ing to education and the integration and use of new technologies and media, as

-pecially regarding social networks (Table 1). Contributions in which education and communication are linked are also among the most cited and most read.


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TABLE 1. Most cited articles in Comunicar (historically).

TitlesNumber of

readers

Number of citations

WoS Scopus

Media competence: articulated proposal of dimensions and indicators

12,039 66 49

From solid to liquid: new literacies to the cultural changes of web 2.0

15,446 43 61

A scale for the measurement of university teachers’ attitudes towards the integration of ICT

9,345 41 35

social networks

13,228 40 47

and preferred uses

12,768 40 31

in web 2.0

14,385 37 39

The academic use of social networks among university students

22,759 33 58

Media education, media literacy and digital competence 13,955 31 48

ICT in collaborative learning in the classrooms of primary and secondary education

15,739 30 16

Methodologies to improve communication in virtual learning environments

9,688 29 21

Source: Comunicar, 2018.

It is especially noteworthy that the subjects covered in the most cited and read works of the last three years (Ta-ble 2) are the use of social networks, in

-cation, and new related teaching models such as MOOCs and collaborative online learning.

TABLE 2. Most cited articles in Comunicar (2014-2017).

TitlesNumber of

readers

Number of citations

WoS Scopus

ICT in collaborative learning in the classrooms of primary and secondary education

15,739 30 16

Literature and Practice: A Critical Review of MOOCs 10,875 22 22


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TitlesNumber of

readers

Number of citations

WoS Scopus

Media literacy for older people facing the digital divide: the e-inclusion programmes design

10,534 20 20

Construction of the foundations of the PLE and PLN for collaborative learning

12,533 20 20

Are MOOCs promising learning environments? 12,215 18 15

A study on the pedagogical components of massive online courses

10,237 18 14

Educational possibilities of social networks and group work. University students’ perceptions

10,850 18 12

Online and mobilized students: the use of Facebook in the Chilean student protests

10,051 17 16

Source: Comunicar, 2018.

From a different perspective, the tag cloud shows the most used terms in the journal, with communication, education, internet, television, media, media educa-

tion, media literacy, adolescents, cinema, advertising and social networks being es-pecially apparent.

GRAPH 3. Tag cloud.

Source: Comunicar (https://goo.gl/DFriJM), 2018.

The structure of the journal has, from

the monographic topic in line with the most

-eas of interest: education and communica-tion. As a result, the journal brings togeth-


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er contributions from leading authors in the subjects covered and international ex-perts of the highest standing from institu-tions such as UNESCO, the Organization of Ibero-American States (OEI), the United Nations Alliance of Civilizations, etc. Although these monographs used to be commissioned, since 2007, a system of calls for contributions was gradually im-plemented, coinciding with the journal being indexed in prestigious databases.

In recent years, the participation of the various thematic editors responsible for the calls has made it possible to shape and ensure the participation of international teams of experts, so that the number of col-

received for each issue has increased. Con-sequently, articles are frequently published

countries in Europe, Asia, Africa, and the Americas, favouring the growth of a consol-idated international academic community.

Accordingly, the growth in the number of articles received appears to be directly related to the authors’ interest in the topics selected for the monographic issues, as well as in the power of the calls for articles by the people responsible as thematic editors. Monographs such as issue 48 «Ethics and

received 291 articles, and issue 47 «Com-munication, civil society and social change» received 281, following a trend in the last three years to receive over 200 per issue.

2.2. Authors-

lished in Comunicar is varied, although there are constants such as the profession-

and university and compulsory education teachers. Nonetheless, submissions are in-creasingly received from interdisciplinary teams that combine different levels of ex-perience and focusses. This has led to a change in the journal’s policy regarding the number of authors per contributions. Until 2016 there was a limit of three authors per article, in accordance with existing trends in the social sciences. In line with the new research and evaluation parameters in the journal’s subject area, and coinciding with its period of quarterly publication, Comunicar no longer limits the number of authors. The authors decide on the num-ber of participants depending on their work, the complexity of the research or contribution, of the team behind it, and of the relevance or impact of the article itself. Accordingly, a trend has become apparent of receiving articles from authors of differ-ent nationalities, multidisciplinary teams, and consequently researchers with inter-national focuses that lead to results that might be of interest to and attract readers from all over the world.

Many of the authors who publish in Comunicareducommunication, communication and education, and their works comprise models or theories that have made it possible to interpret and improve educa-

on the development of new concepts and practices.

2.3. Methodologies usedComunicar, a leading journal in the


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cultural studies, has a very demanding article selection process. It favours works with a solid and consistent methodological focus, relating to topics from education in media (media literacy), educational media and resources, educational technology, au-diences, new languages, social networks, multimedia and audiovisual technologies, and so on. Analysis of texts published

review of national and international liter-ature is valued. As for the methodology, there are no restrictions and a range of types can be seen, with essentially holistic quantitative and qualitative ones stand-ing out owing to the transversal character

of the focuses published. Precision, rigour, and consistence in describing the method and its implementation are valued, as well as setting out the reasons for using it and any potential limitations. The jour-nal displays a preference for works that go beyond a methodological focus limited to local studies.

2.4. QualityQuality criteria are key to improving

the processes for publishing a journal as well as its indexing and impact factor. Analysis of the criteria Comunicar in-cludes in its editorial policy gives an idea

FIGURE 4. Quality indicators.

IMPACT AND PRESTIGE

EDITORIALMANAGEMENT

VISIBILITYAND ACCESS

ACADEMICCOMMUNITY

PUNCTUALITYAND RELIABILITY

EMERGINGTECHNOLOGIES

RIGOUR OF THE PROCESS

ORIGINALITYAND PROGRESS

ETHICS AND COMMITMENT

THE AUTOR AS FOCAL

Source: Comunicar (https://goo.gl/N5Tfti)

2.4.1. Impact and prestigeIndexing journals is a practice that has

a close relationship with achieving sub-sequent impact and prestige. Comunicar’s dissemination and visibility policy and its academic track record mean it features in 623 databases: 91 international data-bases, 12 platforms for evaluating pub-

lications, 6 selective directories, 12 bib-liographic databases, 10 selective journal collections, 19 specialist portals, 22 open access academic literature search engines, 21 library catalogues, and 406 catalogues from university libraries around the world. Notably, Comunicarquartile (Q1), in both Journal Citation


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-tion and education, and in Scopus (SJR) for cultural studies, education, commu-nication and in Scopus (CiteScore) for cultural studies, education, communi-cation. It also has the 2016-19 Seal of Excellence from Spain’s Science and Tech-nology Foundation (Fundación de Cien-

best practices in Spanish university and academic publishing. It is also in ERIH+ and in Google Scholar Metrics (H: 58; 19,300 citations).

2.4.2. Visibility and accessWe have already explained why open

access to knowledge is important so that any reader can access to publication’s articles. Comunicar publishes all of its articles online in Spanish and English, without embargoes. It also provides the metadata (title, abstract, and keywords) of its articles in Chinese and Portuguese. Accessibility is facilitated in multiple dig-ital formats (ePub, pdf, html, and xml), without the printing of paper copies of the journal being abandoned, and so it is pos-sible to subscribe to the printed version of each issue. It also makes its content visible through academic social networks such as Academia.edu or ResearchGate. Along-side these, it also uses other social net-works that allow a broader dissemination, such as Facebook and Twitter, video and

and reference management systems like Mendeley, RefWorks, and EndNote. The journal manages the DOI (Digital Object

its articles greater visibility and iden-

-ry for authors to have an ORCID (Open Researcher and Contributor ID) code, which guarantees their unique identity as an author and also allows better access to and dissemination of their works.

2.4.3. Punctuality and reliabilityThe editorial rigour of a journal is

apparent in the timeliness of each of its phases of publication. In the case of Comunicar, its rules set out the time pe-riods in the process of receiving and edit-ing manuscripts so that authors have full information and details about each stage. There is an initial prior evaluation stage by the editorial team, in which it is decid-ed whether the article will be considered or turned down, which does not exceed 30 days. The second stage is evaluation of the manuscript by experts to decide if it will be rejected or accepted. This lasts for a maximum estimated period of 100 days. The third phase, once the works to be accepted have been selected, is publi-cation in preprint version in Spanish and English, 45 days before publication of the

-lication online and in print on the date previously established in each call on the journal’s website for each issue.

2.4.4. Rigour of the processEvaluation by experts —peer review—

guarantees objective and conscientious evaluation of each of the works sent to a publication. It is vital for journals to have a large number of experts in the topics they cover so that this process is carried rigorously, in a timely manner, and in


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the correct form. Equally, transparency in its implementation and effectiveness

that ensure the academic quality and dis-tinction of the journal. Comunicar has an international panel of academic peer re-viewers comprising over 550 researchers of acknowledged standing from over 40 countries from all over the world. Each ar-ticle is subjected to evaluation by at least

peer review process that is demanding, plural, and expressly excludes endogamy.

2.4.5. Ethics and commitment

and procedures is vital for an academic publication. Accordingly, the Committee on Publication Ethics (COPE) regulates the undertakings made by authors, aca-demic reviewers, and the editorial com-mittee. Comunicar’s ethical code guaran-tees the rights and duties of the academic community, and makes these principles its own. Authors therefore undertake to sub-

the truthfulness of the data supplied, ex-pressly stating in writing that their work is not under review by any other academic

interest, and that they accept responsibil-ity for the process of making corrections if there are errors in their work. As for the reviewers, their commitment is to crit ically, honestly, constructively, and unbiasedly evaluate both the academic quality and the style of the manuscript, in

the part of the editorial team, its respon-sibility and ethical commitment lies in

-

thors’ and reviewers’ details all through the editorial process. By the same token, Comunicar places particular emphasis on selecting reviewers who have the greatest

-ject of each manuscript, where the eval-uation criteria are the academic merit of the content provided, and in complying with the time periods laid down for the review and editorial decision-making pro-cess regarding the articles received, and the maximum dissemination of the arti-

2.4.6. Editorial managementRigorous editorial management en-

tails a reliable and objective process. This essentially means that all of the informa-tion needed by authors is available and visible. Comunicar offers complete and detailed information about each of the phases in the publication of each issue on its website. This monitoring is done using

to submit their articles and editors and reviewers use it to evaluate and reject or accept works. This is very easy to access and any documentation needed for send-ing manuscripts can be downloaded in Spanish and English: rules, pre-submis-sion check lists, format for submission, citation rules, standardisation of author credits and email addresses, submission handbook, covering letter, review pro-tocol, etc. Great care is taken in of the academic aspects of the content and con-tributions, stylistic quality, and profes-sional typesetting and adaptation to dif-ferent online publishing formats (ePub, issue, preprint, and print formats) the publication of each issue.


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2.4.7. Academic communityThe team of people who support a jour-

nal is vital for it to be consolidated in its

group of people is a major task, and is tak-en seriously, rigorously, responsibly, and meticulously in the various steps in the process. Over the 25 years of Comunicar’s history, it has published articles by 1,587 authors, with the assistance of 600 re-viewers, read by thousands of people from all over the world. This has been possible thanks to the efforts of a group of research-ers, academics from the world of commu-nication and education, who guarantee innovation and academic progress in the

-

Committee, the International Review Board, the Advisory Board, and the Board of Management.

2.4.8. Emerging technologiesA desire to keep editorial management

systems up to date with regards to the latest trends and advances in technology to ensure better accessibility, visibility, and dissemination is one of the corner-stones of the success of a journal. Digital publishing allows great versatility, and streamlines and systematises processes. Comunicar has embraced emerging tech-nologies, both in the area of publishing and in dissemination. This has involved

updating models for communicating with authors, incorporating editorial manage-ment platforms and platforms for global and international dissemination of pub-lished articles, and strategic use of social networks, encouraging and expanding

possibilities for dissemination among readers and researchers from every cor-ner of the world.

2.4.9. Originality and progressPublishing in academic journals con-

tributes to academic progress and de-velopment. Authors entrust their works, discoveries, theories, revisions, and re-

provides feedback through these commu-nication channels and spaces for debate. Therefore, the fact that only original and previously unpublished works that guar-antee genuine progress in the results pre-sented and are of interest to the academic community are accepted for publication is a key guarantee of quality. Comunicar regards the originality of the works sub-mitted as one of its prime objectives. Giv-en this, all articles submitted are checked for plagiarism using the professional CrossCheck program, since plagiarism and self-plagiarism are both grounds for rejecting a work, as stated in the regula-

-tions, the different committees, in partic-

ensure that articles are selected on the

advance in academic knowledge relating to education and communication, favour-ing works that could be a point of refer-

2.4.10. The author as focal pointThe authors of the different manu-

scripts are the objective and key of the whole process of publication of a journal. For Comunicar, the trust placed in us by


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authors who submit their unpublished, original works in which they have invest-ed their time, effort, professionalism, and hopes for publication and dissemination

-ue. Therefore, we place special emphasis on strategies for academic dissemination of articles to ensure the greatest possible visibility through all available academic dissemination systems, as well as identi-fying the authors as rigorously as possi-ble. The website shows the details for how to cite each piece of work correctly, its online updates (Crossmark), any support received from external institutions and bodies (FundRed), up-to-date information about citations by other authors, and the manuscript’s impact metrics.

3. Conclusions and keys to improv-ing education research journals

context in which the progress and career of a researcher are evaluated based on their publications classed as academic (Corrêa Jr., Silva, Costa, & Amancio, 2017) has led to an increase in publishing and the failure of many journals in each subject area. In the case of educational research journals, this situation has led to much unease as it has meant a major change in the concepts and parameters to which re-searchers and academics are accustomed. This academic culture, which is more typ-ical of the experimental sciences or other

al., 2017), has been characterised by the

in works and studies with numerous re-searchers or interdisciplinary and inter-national teams as authors, citations of

works and their effect on the journal’s im-pact, peer review, publication in foreign journals and in the English language, among others changes. In contrast with this, normal practice in the social sciences was for individual publications, or works with two authors at most, and using the

-tions, and practices or proposals.

Evaluation agencies’ interest in inter-national indicators has made it neces-sary to develop policies that allow social science journals to meet the demands of researchers who are required to publish in high-impact journals. Consequently, «in recent years the dissemination of pro-duction in the social sciences has tend-ed towards similar paradigms to those in the experimental sciences» (Escribà & Cortiñas, 2013, p. 36). The actions of

-

submission to WoS and Scopus for evalu-ation, LATINDEX workshops for journal

evaluating academic journals, and the Sci-ELO methodology for dissemination and evaluation of research can be interpreted in this light (López-González, Moreno- Pulido, Rubio-Garay, Sánchez-Elvira- Paniagua, & Saúl, 2013). This will have an impact on the consolidation of param-eters relating to the quality of journals. In line with Alcaín-Partearroyo, Román, & Giménez-Toledo (2008), Baiget and Tor-res-Salinas (2013), and Corrêa et al. (2017), our priorities are: a) formal quality and the quality of the editorial processes: selecting and reviewing articles, plagiarism and du-plicate version control, ethical norms, lay-


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out design, the journal’s rules, bibliograph-ic formats; b) quality of content: evaluation of methods used by authors, checking data, style of writing; c) the necessary inter-national visibility: promoting the journal at conferences and courses, online access, adverts and calls for contributions, dissem-ination lists and social networks; d) reper-cussion and impact: indexing in national and international databases; e) continuity in publication and the editorial project, pe-riodicity, information about the process of selecting contributions by reviewers exter-nal to the publisher, etc.

The experience gained from 25 years’ uninterrupted work at Comunicar and the status it has achieved as an academ-ic journal can be inferred from the com-pliance with each of the aspects listed as quality indicators: impact and prestige, visibility and access, punctuality and re-liability, rigour in the process, ethics and commitment, editorial management, aca-demic community, emerging technologies, originality and progress, and the author as maxim. Each of these entails an exer cise in good practices (Aguaded, I., & Fonseca-Mo-ra, M. C., 2012) with the joint participation of the editorial team and the authors who entrust their works to the journal.

is key to the success of the publication. Researchers must provide quality and relevance in their research and be skilled in suggesting topics that appeal to an in-ternational readership (Hengl, Gould, & Gerritsma, 2011; Escribà & Cortiñas, 2013; Corrêa et al., 2017; Petersen, 2017). Baiget and Torres-Salinas (2014, p. 17) consider that «the three vital ingredi-ents that guarantee success» are «care in

the content, in the format or presenta-tion, and in the marketing or promotion». Comunicar’s school of authors (https://co-municarautores.com) is an example of its attention to these factors. This provides re-sources for publishing manuscripts in aca-demic journals, covering aspects of interest for planning, preparing, writing, dissem-

etc. Its aim is to provide training (Hengl et al., 2011) in this important academic cul-ture, in line with other prestigious inter-national publications in the top quartiles that provide online resources for authors. There is also an effort to root out practic-es of academic dishonesty, by explaining issues relating to fraudulent indexes and practices, how works should be cited, the meaning of OA, and transparency in writ-ing, review, and publishing processes.

In relation to topics, the system of calls for submissions guarantees coverage of subjects or seams of knowledge pre-sented by expert thematic coordinators that attract the most powerful and up-to-date research, which has the chance of being a point of reference and so being cit-ed. Alongside the articles that are part of the monograph, an equal number of other submissions —miscellanea— are accept-ed, submitted by the authors’ own initia-tive and not necessarily on the topic pro-posed. This expands the issue’s focus and maintains the continuity of the thematic line of the journal by consolidating its academic community. Consequently, its methodological plurality is not restrict-ed. Comunicar publishes both research and studies, reports, and reviews so long as they meet the rigour and coherence of method standards that are promoted.


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Dissemination is undoubtedly the key for ensuring knowledge and the results of research work reach society, based on the

and on educational policy. Therefore, it is important for the editors of educational research journals to accept the need to in-corporate procedures for visibility, dissem-ination, and editorial, information, and academic quality, something that would undoubtedly favour their being indexed in specialist databases (Moreno-Pulido et al. 2013, p. 9). Educational research journals should be reference points for the transfer of their results, and this depends on the academic community that supports each publication being aware of the solidity and rigour of what is published. Endogamic practices must be rooted out in favour of teams that value multidisciplinary work, from different centres and universities, from a range of countries, with research objectives that are clear, attainable, and

constant movement of forces —perhaps ir-reversible— in which individual research is losing ground to collective works» is ap-parent (Escribà & Cortiñas, 2013, p. 42).

The objectives and quality mechanisms of a journal vary according to its aims. Nonetheless, their precision and trans-parency contribute effectively to the pub-lication being chosen by researchers, since «the legitimate aspiration of any academic is to publicise their research in the most respected and recognised journals in their

2013, p. 17). Quality evaluation can now be done by multiple products, including, Scopus, Google Scholar Metrics, Microsoft Academic Search, and impact indicators

based on citations: SNIP, Eigenfactor, SJR, etc., and Web of Science. However, other systems are starting to be consid-ered (Adie & Roe, 2013; Torres-Salinas, 2013; Forrester et al., 2017), «given the methodological limitations of the systems for measuring the impact of academic publi-cations» (Alonso-Arévalo & Vázquez, 2016, pp. 15-17). These limitations principally relate to disciplinary biases since the ex-perimental sciences are better represented in these indexes as behaviour in the use of citations and obsolescence vary greatly by subject area, linguistic biases, the limited impact of academic communications from developing regions, etc. Another debatable aspect of this measurement is that it «only analyses the impact the publication has in its subject area, but not its reception among a wider public». Therefore, the exclusive use of traditional impact indexes is starting to be questioned in favour of indicators based on Web 2.0, «so-called altimetrics» (Repiso, 2015, p. 47). These are alternative metrics that evaluate other aspects relating to how a work is received or interpreted, how of-ten it is viewed or downloaded, if it is men-tioned in blogs or shared on social networks and reference managers, if it is disseminat-ed in the media, such as the press, radio, or television, among others (Torres-Salinas, Cabezas, & Jiménez, 2013; Giménez-To-ledo, 2014; Alonso-Arévalo, J. & Vázquez, 2016). It appears that these other metrics, with their strengths and weaknesses, can contribute to a more complete overview and measurement of works (Torres-Salinas et al., 2013), especially in areas where impact is harder to quantify.

This is especially important from the perspective of an online publication. In a


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hyperconnected society, the possibilities for disseminating a journal, increasing its visibility and managing editorial pro-cesses in a standardised, user-friendly and accessible manner, among others, in-crease with online publication. This does not mean abandoning the printed version, unless this is deemed advisable, although it much more likely that the journal will become internationally known and signif-icant in a digital format.

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Authors’ biographiesM. Amor Pérez-Rodríguez is As-

sistant Professor in the Philology De-partment of Universidad de Huelva. Member of the Agora Research Group and manager of Grupo Comunicar in Huelva. Assistant Editor of the jour-

nals Comunicar, and Universitas of the Universidad Politécnica Salesiana (Ecuador). Her research and publica-tions focus on media education and lit-eracy, new languages and narratives, language and literature teaching and

https://orcid.org/0000-0001-8312-5412

Rosa García-Ruiz is Assistant Pro-fessor at Universidad de Cantabria in the area of Didactics and School Organi-zation. Assistant Editor of the magazine Comunicar and Alteridad. Revista de Educación. Author of several works pub-lished in high impact journals, books and conference proceedings. Member of the Network of Excellence EDUMED. Manag-er of the Euro-American Inter-University Network for Research in Media Competencies (ALFAMED) in Spain.

https://orcid.org/0000-0003-1445-6968

Ignacio Aguaded is Professor at Universidad de Huelva and Editor in chief of the journal Comunicar. Organiz-

such as the Ibero-American Congress of Communication and Education and the RTVE forum. Principal investigator of the Ágora research group at Universidad de Huelva, President of Grupo Comunicar and President and founder of the Euro-Ameri-can Inter-University Network for Research in Media Competencies (ALFAMED).

https://orcid.org/0000-0002-0229-1118

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De la edición impresa a la digital: la radical transformación de las revistas

científicas en ciencias socialesFrom print to digital publishing: the radical transformation

of scientific journals in the social sciences

Dra. Marta RUIZ-CORBELLA. Profesora Titular. Universidad Nacional de Educación a Distancia ([email protected]).

Resumen:-

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From print to digital publishing: the radical transforjournals in the social sciences Revista Española de Pedagogía 76

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1. Introducción

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lo que no se publica no existe -

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publish or perish

2. Las revistas científicas, hacia una transformación necesaria

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GRÁFICO

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TABLA

Ranking mundial Países Nº revistas totales % % en JCR % Scopus

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Producción de documentos

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GRÁFICO

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inside or perish-

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3. El reto de la edición en entornos digitales

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3.2. Nuevos recursos como valor añadido

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3.9. Nuevos modelos de publicación

-megajour-

nals, , da-tajournal

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Research Data Journal for the Humanities and Social Sciences

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Revistas cientí-retos de futuro

-ción actual y retos de futuro -

Revista Digital Universitaria 18

-

Revista Interamericana de Bibliotecología40

-ción actual y retos de futuro -

-Inter-

nal and Emergency Medicine 12

-Información, Cultura y Sociedad

14

Revis-retos de futu-

ro -

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Anales de Documentación 20

Revista Interamericana de Bibliotecología39

Informes ThinkEPI 2015 1

Cómo leemos en la socie-dad digital? Lectores, booktubers y prosumido-res

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Homenaje a Isabel de Torres Ramírez: Estudios de documentación dedicados a su memoria

-

retos de futuro -

-Revista de Investi-

gación Educativa 35

Open Innovation Open Science Open to the World - a vision for Europe

Clinical Biochemestry 50

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Educación XX1 18

-Declaración de Sant

Joan d’Alacant en defensa del Acceso Abierto a -

Co-author In-dex

Scientometrics 108

rence, Papers and Pro-ceed -lity

Infor dad investiga-dora de la universidad española

Infor dad investiga-dora de las universidades españolas -

retos de futuro -

-tual y retos de futuro

-Revista d’Arqueología de

Ponent 26-

Revistas retos de futuro

Declaración de Berlín sobre Acceso Abierto al Conocimiento


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en Ciencias y Humanidades

Monito-ring the Tr report for the Universities UK Open Access Co-or-dination Group

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VE 20

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over d scholarly journal pu-

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rogram-me

Biografía de la autoraMarta Ruiz Corbella

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Educación XX1

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From print to digital publishing: the radical transformation of scientific journals

in the social sciencesDe la edición impresa a la digital: la radical transformación

de las revistas científicas en ciencias sociales

Marta RUIZ-CORBELLA, PhD. Lecturer. UNED ([email protected]).

Abstract:Academic journals play an essential role

in the dissemination and preservation of knowledge as well as giving due recognition to the researcher. This is a means of commu-nication which has barely changed over the last few centuries, with the academic commu-nity recognizing the basic traits it had to ful-

witnessed a radical transformation of these publications owing to decisions in acade mic policy, processes for evaluating the profes-sional development of researchers, and the possibilities that the digital environment has created for releasing these publications.

Based on content analysis of the main re-search into this topic, the position of academ-ic journals is analysed, with special emphasis

especially precarious situation these titles -

porating international quality standards with the aim of being indexed in the most impor-

tant databases are considered. At the same time, the challenges currently faced relating to necessary transformation to the digital en-vironment are addressed. Accessibility, open access, new resources such as added value, business models, impact measurement, and behavioural changes in researchers are is-

to propose actions that will lead to quality publications.

This new qualitative leap in the publish-ing of academic journals requires radically different designs, diffusion, and readings, and so we must be able to offer innovative solutions regarding formats, management, dissemination, etc., while at the same time

in the development of knowledge in our so-ciety.

Keywords: academic communication, aca-demic journal, social sciences, digital publish-ing, trends.

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Resumen:-

ción esencial en la difusión y preservación de la ciencia, además de otorgar reconocimiento al investigador. Es un medio de comunicación

-nes a lo largo de los últimos siglos, recono-

básicos que debía cumplir. Ahora bien, desde -

dical transformación de estas publicaciones debido a las decisiones en política de la cien-cia, a los procesos de evaluación del desarrollo profesional de los investigadores y a las posi-bilidades que ha generado el entorno digital a la edición de estas publicaciones.

A partir del análisis de contenido de las principales investigaciones sobre esta temáti-ca, se aborda el estudio de la situación de las

las del campo de las ciencias sociales. Se reco-ge la especial precariedad en la que se encuen-tran estos títulos y la urgencia de incorporar los estándares internacionales de calidad con

el objetivo de ser indexadas en las bases de datos más relevantes. A su vez, se acometen los retos que están planteándose en la actua-lidad para afrontar la necesaria transforma-ción al entorno digital. La accesibilidad, el acceso abierto, los nuevos recursos como valor añadido, los modelos de negocio, las medición del impacto o los cambios de comportamiento en los investigadores son cuestiones que son

-puesta de acciones que nos lleven a publicacio-nes de calidad.

Este nuevo salto cualitativo en la edición

difusión y lecturas radicalmente diferentes, por lo que debemos ser capaces de aportar soluciones innovadoras en formatos, gestión,

-rrollo de la ciencia en nuestra sociedad.

Descriptores: --

tal, tendencias.

1. IntroductionWriting about academic journals

means writing about science. They ap-peared over 350 years ago as a channel for academic communication, cumulatively setting down in writing advances in each

unrivalled means of disseminating the results of research under the maxim that anything that is not published does not exist (Delgado López-Cózar & Ruiz-Pérez, 2009). In this context, since their very beginnings, periodical publications have become an undisputed point of ref-erence for the academic community as

they provide visibility, reliability, uni-versality, and recognition (Alonso-Gam-boa, 2017). In other words, they not only disseminate the results of research but also facilitate mechanisms for recording authors, ensuring the quality of sub-missions, and preserving them, so that knowledge can continue to be construct-ed based on them (Ware & Mabe, 2015). The review of submissions by experts,

format, their periodical distribution by

universities, etc.) are the elements that have characterised every journal, with

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a structure and organisation that have been maintained over time (Laakso, 2017). Undertaking this type of project required enthusiasm and an interest in promoting one’s own publication, while also having a means of academic com-munication as documentary proof of the research activity of the institution itself,

capable of facilitating this whole process was activated (Corera-Álvarez & Molina- Molina, 2016). Over all these years, cri-teria for assessing quality were not re-quired of this type of publication, and so editorial teams limited themselves to complying with certain standards rec-ognised by the community, publishing the promised volume, and distributing

-tutions, and subscribers. In this context, the recognition of the journals depended on the reputation of the editors and/or the institutions that funded them.

However, we are now in a situation where it is clear that the academic journal will soon no longer take the form it cur-rently has. While the way they were pub-lished was virtually unchanged for nearly four centuries, the last 40 years have seen a spectacular evolution shaped by tech-nology which is changing the entire struc-ture and organisation of these academic publications (Gu & Blackmore, 2016). The introduction of the standardised criteria needed to guarantee the transfer and re-trieval of academic information, the gen-eralisation of journal evaluation systems, the appearance of information and com-

of research and documentation, and so on, are radically changing academic com-

munication, while at the same time pro-moting the commitment to open research (European Commission, 2016). It is also important to bear in mind that a decisive factor in the importance currently given to any academic journal is a result of the

-cant part of the processes for evaluating

-searchers, something which has created an unprecedented demand to publish in journals with a high impact factor (Ware & Mabe, 2015).

This transformation affects all aca-demic journals, regardless of their sub-ject area, imposing changes on their structure, organisation, and publication that were until now unthinkable. How-

sciences, it becomes apparent that these journals have not developed at the same pace as ones from other areas thanks to

out research characterised by heteroge-neous methodologies, practices, ways of

derived from these publications (Abadal, 2017). This subject has titles that are well recognised and have a long tradi-tion, but which until the 1990s did not undertake the necessary adaptation to normalised quality standards and atten-tion to international trends in the aca-demic community. It is a sector that still maintains many of the traditions and features of its past and, despite being present online, still largely maintains the structure and format of the printed edition (Abadal, 2017).

At the same time, there is no doubt

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developed extraordinarily over the last

in researchers’ behaviour and a notable -

ibility (IUNE, 2016). In this context, jour-nals become a vital part in the process as the main medium for disseminating research, as they are recognised as the main indicator for professional recogni-tion and progression, reinforcing the pub-lish or perish attitude that shapes every researcher’s work.

2. Academic journals: towards anecessary transformation

Examining the quality of academic journals is something that has interest-

for over 50 years. From the middle of the 20th century onwards, a number of international bodies, such as UNESCO (1963) and the International Federation for Documentation (1963), national insti-tutions, experts, and so on, implemented projects aimed at establishing policies to identify and promote the best academ-ic journals to guarantee the dissemina-tion of the knowledge generated. This was the origin of the implementation of evaluation processes (Delgado López-Cózar & Ruiz Pérez, 2009). At the same

appeared that were capable of interre-lating bibliographic information and infor mation analysis resources to eval-uate and analyse the performance of research (Web of Science and Scopus). Databases and catalogues were created (Latindex, REDALyC, SciELO, MIAR, etc.) that drew up quality criteria aimed

at selecting the best publications. We should not forget that we are discussing a galaxy of 68,819 active academic journals around the world (Navas, 2017), a more

-put of researchers. Nonetheless, it was governmental and institutional policies that dictated that publications had to be indexed in one or other of the two most important databases if they were to be regarded as being of quality: the Web of Science (WoS) database by Clarivate Analytics (USA) and the Scopus data-base by Elsevier (the Netherlands). As a result, these became reference points for the quality of all research (Martínez & Moreno, 2016). In this way, the very dynamic of academic work and the recog-

-tions, researchers, and policy managers led to WoS, ahead of Scopus and other products, becoming the leading point of reference for evaluating academic work, based particularly on the «fact that the impact factor established itself as the main indicator for evaluating articles» (Borrego, 2017, p. 26).

Nonetheless, examining what jour-nals are indexed in the two databas-es shows that they currently only list 47.6% of publications at a global level (Graph 1): 15.23% in WoS and 32.37% in

-el of representation and one which has a very uneven distribution between sub-ject areas. The over-representation of the sciences and engineering, journals in English, and journals from certain west-ern countries in WoS is clear. And if we analyse the presence of the social sci-ences in both databases, the percentage


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falls to 15.89% in WoS and 32.37% in Scopus for indexed journals, putting this

subject area in a deeply unequal compet-itive position.

GRAPH 1. Number of journals indexed in WoS and Scopus.

Source: Navas, 2017.

But the idea is clear: either a journal is in WoS it is not recognised since the

being indexed in this platform (Table 1) (Alperin & Rozemblum, 2017). This crite-rion shapes academic output, the career progress of researchers, and even re-search funding (Ware & Mabe, 2015) and

as a result shapes the behaviour of the academic community. There is no ques-tion that these two large bibliographic information companies have become «the

production and for evaluating research-ers» (Delgado López-Cózar & Ruiz-Pérez, 2009, p. 27).

TABLE 1. World ranking of journals and presence (in %) in JCR and Scopus.

World ranking CountriesTotal no. of

journals% % in JCR % Scopus

1 USA 14,261 20.7% 24.59% 27%

2United Kingdom

7,955 11.6% 37.49% 21%

3 China 5,434 7.9% 1.71% 3%

4 Germany 3,907 5.7% 18.68% 7%

10 Spain 1,720 2.5% 5.81% 3%

Source: Adapted from Navas, 2017.

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This action framework was what in-

of social sciences to adapt urgently to the established quality parameters. While the sciences already had recognised inter-national criteria for disseminating and

recognising research, the social sciences did not concern themselves with these requirements for many years, as can be

(Table 2).

TABLE in the Spanish university system 2006-2015.

Production of documents

Sciences 236,401

Health sciences 114,470

Engineering and architecture 108,176

Social and legal sciences 44,241

Arts and humanities 24,393

Source: Adapted from IUNE 2017.

If we consider the situation in Spain, no journals are currently ignoring these quality criteria for evaluating research output as they aim to be included in the databases the academic world regards as reference points. This is driving this radical transformation in social science publications. Here we are talking about 33.7% of journals, compared with 27.2%

-ence journals have a local focus in con-tent, organisation, and publishing, while science journals are designed with a clear international dimension (Claudio, Martín Baranera, & Villarroya, 2017).

It should not be forgotten that the or-igins of academic journals in the social sciences were linked to academic organ-isations, either university institutions or research institutions that did not aim to

in there being bodies to publicise the ad-vances in their research, something that would lead to academic prestige and rec-ognition from the academic communi-ty (Delgado López-Cózar & Ruiz-Perez, 2009). These bodies continue to run these publications, although commercial pub-

-isation are the primer concerns are grad-

already well-established outside Spain with well-established companies in this sector such as Taylor & Francis, Elsevier, Springer, and Wiley, among others (Di-estro, Ruiz-Corbella, & Galán, 2017; Navas, 2017), causing a change in model in the organisation of these publications (Graph 2).


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GRAPH 2. Distribution of bodies owning academic journals in Spain.

Source: Adapted from Claudio, Martín Baranera, & Villarroya Planas, 2017.

These graphs lead us to consider how

Spain is, despite its large number of ac-tive journals, thanks to the late adoption of international standards, its deep root-ed local focus, and the fact that 57.21% of the bodies that publish these journals are public institutions affected by polit-ical and economic vagaries (annual lim-its, human resources restrictions, etc.), meaning that university publishing has worse results than publishing from other sectors (Corera-Álvarez & Molina- Molina, 2016).

As publishers we are, paraphrasing the famous saying, well aware that we operate in an inside or perish model that obliges us to be alert to trends that shape the development of these publications. In addition,

we should not forget that creating and maintaining academic and professional journals is a key instrument in the organi-sation, structuring, and social institution-alisation of areas of knowledge, as these publications are a constituent element of

the production and reproduction of know-how (Delgado López-Cózar, 2017, p. 74).

Accordingly, academic journals have played and are playing a key role in re-search, not just as part of the research pro-cess as a channel for disseminating discov-eries and results, but also as a mechanism for recognising authors, with all of the im-plications this has for them.

At the same time, these policies for eval-uating research have meant that the means of publication increasingly look the same

-pact on the behaviour of researchers and, by extension, academic work in each area (choice of topic, methodologies, formats for communication, etc.).

Neither should we ignore the fact that this is an industry that is consolidated at an international level, had a turnover of more than 25 billion dollars in 2013 with projected annual growth of 4%, and has very good prospects for growth in the open access environment (Ware & Mabe, 2015). This fact raises the debate about

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academic world, about the importance of

the institutions that publish them.

3. The challenge of publishing indigital settings

In the academic world, and in partic-ular the academic publications created by it, the appearance of ITC has had a decisive impact on researchers’ move towards ways of behaving that differ radically from the ones they tradition-ally adopted. These technologies pro-vide ever more powerful resources for studying and analysing large amounts of data, they make research possible in

can retrieve and process data quickly regardless of physical location. These new possibilities are creating changes both in how research is done and how it is disseminated and evaluated (Fiala & Diamandis, 2017).

The turning point for change of model -

appear (Ruiz-Corbella, Galán, & Diestro, 2014; Alonso-Gamboa, 2017). In Spain, in

Revista Elec-trónica de Investigación y Evaluación Educativa (RELIEVE) in 1994 became

-tion, albeit with many reservations from colleagues. Gradually, as the potential of the internet became apparent, on-line spaces were created where journals could host content, with the proportion of journals taking advantage of this in-creasing from 2% in 1997 to 33% in 2017

(Alonso-Gamboa, 2017). However, in most cases they limited themselves to making the printed journal available in an online setting, thus increasing dissemination in a process with no turning back.

From 2010, there was a qualitative leap with the spread of web 2.0, which provides applications aimed at enriching content and interaction between publish-ers, authors, and users. Digital publish-ing consequently opens up a new model in which resources that facilitate the recov-ery of information, collaboration, the use of different communications channels, interaction, the inclusion of social media and so on are conspicuous. The great pos-sibilities this setting offers are gradually leading all journals to abandon the print format and publish online exclusively. Shifting to online publishing is no longer just an option, but rather a need: if you are not online, you do not exist (Fiala & Diamandis, 2017). This is more than just a change; it is a radical transformation of how the academic journal is understood, of how people publish in it, disseminate its content, and measure its impact. In consequence, it is important to analyse the factors that make this new paradigm possible.

3.1. AccessibilityThe digital format is the key to facili-

tating access to content without any cost for users. Content can be accessed from any device, along with resources that are included to add value to the research, and

to a physical format. The result of this is that each journal moves closer to the


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researchers as it is present in their place of work (Ruiz-Corbella y Galán, 2017), in databases, in social media, and in the digital settings where they interact. We emphasise social media as they are prov-ing their strength of interaction and their capacity to boost visibility. Consequently, it is necessary to plan the online presence of each publication and its content, some-thing which requires new specialisms in each editorial team (Ruiz-Corbella, Galan, & Diestro, 2014), as well as involv-ing authors in disseminating in their own digital spaces.

3.2. New resources as added valueAnother aspect that is still not ful-

ly developed in these publications is the enrichment the digital environment of-fers. Designing pages that not only con-tain content in text format, but are also enriched with different complementa-ry options (audio, video, graphics, data, hyperlinks, interactivity, etc.), to facil-itate the digital experience. Being able to interact with authors, other readers, contributing your own critique of each article, accessing complementary mate-rial, and such like opens up new ways of accessing, appraising, and evaluating research that ensure great interactivity. This requires a change in how articles are published and accessed as well as how they are read, altering the one-way com-munication that, until now, shaped the relationship between authors and readers (Cruces, 2017). Offering a «live» text that provides not just the process and results of research but also, and in different for-mats, everything needed to give a comple-mentary perspective to the one set out in

it. In this way, the author’s collaboration with the journal does not end when the article is published but instead involves a major commitment, not just to enriching the research presented but also to inter-acting with other colleagues who take an interest in it.

3.3. Open accessThe Open Access movement, which

since 2002 has encouraged universal ac-

documents, guarantees

all users a free, irrevocable, worldwide, right of access to, and a license to copy, use, distribute, transmit and display the work publicly and to make and distribute derivative works, in any digital medium for any responsible purpose (Open Access Initiative, 2003).

This movement is driving two major changes. On the one hand, there is the de-

-ination in research policies, promoting the compulsory requirement to deposit in open access all data produced by publicly funded research, as well as the publica-tions and documents deriving from it. The aim is that all of them will be available for free by 2020 (European Commission, 2016). The argument behind this is that if work has been publicly funded, every citi-zen should have the right to access it, and it should be made more visible. The de-bate goes on, but the fact is that research funding is already awarded under these conditions, and projects like SciELO (1998), PLOS (2000), and DOAJ (2003) were pioneers in this policy (GERECS, 2018). Repositories to store any document

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created, open publishing of academic journals, and the appearance of new copy-right models like Creative Commons are examples of the new models of working

in this digital setting, which mean that

is available openly in its different forms (Graph 3).

GRAPH 3. Percentage of articles published in the different types of open access.

Source: Adapted from Corera-Álvarez and Molina-Molina, 2016.

3.4. Business modelsFree access is not free from costs,

something which is encouraging new business models as the costs of institu-tional subscriptions are moved onto au-thors through payments for publishing (Bjork, 2017). The idea is that

if access is to be free, and if the jour-nals, however digital they may be, have a cost (and they undoubtedly do), it is logical to look for an alternative funding stream and that this is payment of pub-lishing costs by the authors (Anglada, 2017, p. 110).

The cost of publishing each article (the article processing charges or APC) is passed on to the author, a practice that is already established among journals in the English-speaking world, especially in the

1000 and 2000 pounds, with notable dif-ferences between different journals and publishing groups, and with very few set-ting their charges below these amounts (Research Information Network, 2015). This payment is based on the costs of ed-iting, peer review, number of pages, use of colour in the printed version, etc. The dif-ferences in APCs between journals lead us to ask whether there is a need to iden-tify the real costs of publishing to avoid abuse and fraud, especially to the detri-ment of authors who do not have the sup-port of established research groups. While we argue that academic journals should

agree that they must have enough income to cover the cost of quality publishing in a digital context, income that must also,


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little by little, facilitate the professionali-sation of editorial teams.

3.5. Managing and publishing journalsOne issue, derived from the previous

one, focuses on management, publica-tion, and dissemination models. These publications were originally funded and sponsored by academic societies, uni-versities, and/or institutions that pro-moted research, and were, on the whole, managed by a director/editor who un-dertook much of the editorial manage-ment. However, this management now requires input from teams comprising a variety of professionals who are experts in digital publishing, editorial manage-

and so it is unlikely that a single editor would be able to perform all of the roles required.

This process of inclusion in inter-national databases and the growing value of publications in journals that are indexed and have impact for researchers’ CVs have transformed the publishing scene and affected the management of the journals, which need a growing degree of professionalism to survive (Martínez Moreno, 2008, p. 316).

make visible each publication is gradually resulting in major multinationals under-taking this publishing and so transform-ing the world of publishing.

In addition, the need for the journal to increase its visibility in the scientif-ic community, as well as its reputation comprising its brand and digital identity,

means it is disseminated through social media. If with the printed edition, dis-semination focussed on sending copies to libraries, institutions, and authors, who in turn spread it around their contacts, with digital editions, this action is done jointly by the editorial team and authors. Ensuring each article is present in data-bases, directories, social media, etc., giv-ing added value to the published content, placing it in the spaces where research networks converge, etc., are key to en-suring the impact of each article. These tasks involve real editorial marketing de-

-cialists.

Another consequence of the digital for-

for the journal and for all of its content. The complexity of the internet and the enormous quantity of data that accumu-late support the need for each document

-vation and recovery independently of any upheavals that happen to each journal’s website. This very interesting ability to preserve each document and retrieve it through key words as well as the DOI is undoubtedly having an impact on the trend towards the article being more im-portant than the journal, of the unit over the collective.

3.6. Scientific impactSince the middle of the twentieth cen-

tury, as mentioned above, systems have been implemented to evaluate the quali-ty of journals. Among the various initia-tives, two international businesses stand

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out: Web of Science (WoS) by Clarivate

platform that provides tools to evaluate the quality of publications, and Scopus by Elsevier (the Netherlands), the larg-

provide different products to evaluate the quality of the journals indexed in the da-tabases, including the impact factor (IF) as a measurement which, through each article’s ability to be cited, determines the position of each journal among those from

is based on a work’s ability to be cited by colleagues in a given period of time and in certain journals classed as sources. This measures the usefulness and intellectu-

(Delgado López-Cózar, 2017), and it has eventually become an indicator of compet-itiveness.

WoS, especially through the Journal Citation Report (JCR) in 3 major areas of knowledge in science, and Scopus, through CiteScore, Scimago Journal Rank (SJR), Source Normalized Impact per Paper (SNIP) or the h-index provide the metrics that decide the rankings of academic journals recognised in all scien-

-ating the quality of publications. Each of these products gives a valuation to each journal based on the ability of its arti-cles to attract citations. However, when evaluating these data, we should not lose

sciences, including the experimental sci-ences, biomedical sciences, engineering, etc., their research has an immediate impact and a very short citation period (2 years to calculate their IF) and so the

continued presence of each article is very limited.

In contrast, in the social sciences, al-though the period for calculating the IF is extended to a window of 3 years, this

citations can start much later, and the re-sults of the research are valid for longer, which should in turn result in a longer av-erage life for citations (Borrego & Urbano, 2006), and citation windows differentiat-

Cózar, 2017). Furthermore, we should not forget that researchers in the social sciences not only publish in journals, but that their output also includes other me-dia such as books, which are not taken into account as a source for assessing the number of citations received, which skews the results of this measurement.

Despite this, the IF continues to be the quality reference recognised by the scien-

--

ers. Nonetheless, it is only in the last ten years that other metrics (Altmetrics) have appeared in force, backed by the possibilities of the semantic web. This al-lows for the possibility of evaluating not

citations, but also social, educational, pro-fessional, and economic impact. The num-ber of times a document is viewed, down-loaded, read, mentioned on social media, in academic works (masters dissertations, doctoral theses, etc.), etc., provide infor-mation that should be taken into account when evaluating the real impact of each article, data that collect the altimetry measuring different aspects to those cov-ered by a citation (Costa, 2015). However,


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this is not a matter of opting for one or the other but of seeking complementary formulae that give a true evaluation of

Therefore, including the apps that create these metrics on the page of the journal is vital to collect information about its in-

out more for its strategic value than as a -

vides data on the use of articles, the inter-ests of certain groups, identifying trends, etc. (Costa, 2015). Exceedingly useful information for each editorial team when making decisions.

3.7. Changes in researchers’ behaviourThese new process are undoubtedly

leading to changes in the behaviour of

retrieval, processing, and dissemination of information. This is created not only by the possibility of accessing a huge amount of data and information but, even more

based on each unit. In other words, what

is the article and not the journal that pub-lishes it. There is no question that their reputation will continue to be important as it is not the same publishing in one journal as in another, but the article as a unit, with its ability to attract citations, is gradually becoming more important, and so separating itself from the publi-cation in which it appears. The practice of searching for research based on search engines and databases that retrieve works described using certain keywords, not based on particular publications is emerging.

This is one reason for the appearance of megajournals, a model of journal that publishes over 25,000 articles per year (e.g. PlosOne), along with the enormous number of researchers who currently converge with the urgent need to pub-lish. These open access publications are based on the value of each article and cover a broad range of topics. They select articles solely on formal and methodolog-ical criteria and have a business model in which each article covers its own costs. They are not intended to be published at regular intervals or to have a set dis-tribution or a limited number of copies, thus breaking with the formal structure of traditional journals. Logically, the greater the number of units with impact, the higher the quality of the journal.

-el, in 2006, and 15 initiatives with this format quickly followed. Among these, Sage Open (Sage) and Cogent Education (Taylor & Francis) which publish articles

worth noting.

Another change in behaviour among researchers in the social sciences derives from the application of ways of doing work in which experimental articles dom-inate at the expense of essays, theoretical foundations, or critical analysis. One ex-ample of this change is the demand to use the IMRaD format when writing articles, included in the requirements of most jour-

Another consequence of this trend is the gradual abandonment of monographs in favour of articles as articles have more recognition in research activity evalua-tions and IF calculations. As a result of

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this situation, what takes precedence is not the search for the most appropriate place of publication for each article, in accordance with the aims of the research and its intended audience, but instead

processes (Borrego, 2008; Giménez-Toledo & Tejada-Artigas, 2015). This situation is also leading to a concentration of re-searchers in the same journals, with the consequent saturation of submissions, pressure, bad practices, etc.

This behaviour is also apparent in the increase in joint authorship, which, among other factors, is due to the grow-ing complexity and interdisciplinary nature of academic activity (Borrego, 2017), and also the pressure to publish. While the average number of authors per article in 2006 was 7.57, by 2015 it had risen to 20.25 (Delgado López-Cózar & Ruiz-Pérez, 2009, IUNE, 2017). This factor also differs by subject area; in the sciences an average of 9.8 has been ob-served, with extreme numbers of authors in some areas with over 100 names on certain projects. In contrast, in the so-cial sciences, this graph is 3.1, with sin-gle authorship gradually disappearing (Grupo EC3, n.d.). Joint authorship is

order of authors’ names has a direct im-pact on their recognition, and is restrict-ed in some areas.

Along with the names of the authors, -

tion is recorded. The institutions they are from show a growing trend to vary, with international joint authorship in 41.44% of cases, according to the lat-est IUNE report (2017), compared with

28.50% of cases where the authors are all from the same Spanish autonomous region (IUNE, 2017). This trend can also be seen in the growing interest in pub-lishing in international journals (Corera- Álvarez & Molina-Molina, 2016), which leads to researchers getting a greater return when publishing in the lingua franca of science. As a result, publishers

-bility and the subsequent IF, they must publish in English, as it is the most rec-ognised vehicle, or at least offer bilingual editions. If this option is now a reality in the sciences, in social sciences it is grad-ually imposing itself, obliging publishers to consider publishing in English. The problem is now how to pursue inter-nationalisation without losing the cul-tural identity of each publication, its mission, and the topics that are of inter-est to it, which should interest research-

3.8. Peer reviewOne of the most controversial aspects

in the process of publishing articles is evaluating the quality of submissions re-ceived. This is undoubtedly the guarantee

-tion. The practice that has been in place for years leads us to accept double-blind review as the best system, despite logi-cal misgivings about its limitations. One worrying problem, based on the growth of academic production, is, on the one hand, the great number of reviewers needed to meet this demand and, on the other, the need for each work to be evaluated by ex-perts in its subject to provide a quality evaluation.


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In turn, the quantity of works sent to each journal results in a saturation of work for reviewers, especially bearing in mind that most of the time they receive no payment for doing it. Preparing a good review of a submission takes time and ef-fort, and is something that not everyone knows how to, wants to, or can do. Conse-quently, publishers increasingly encoun-

They encounter bad practices in the per-formance of this task, something which has an impact on the quality of the jour-nal as subjectivity sometimes predom-inates over a balanced evaluation of the approach, process, and results of a work. Ensuring the quality of this editorial pro-cess is one of the main concerns of any ed-itor (Abad, 2017).

In view of this situation, alternatives to peer review are emerging. One option is to review only formal and method-ological aspects, without evaluating the content as this can be evaluated through the citations received, downloads of the work, references on social media, and so on. It is ultimately the academic commu-nity that gives each article its evaluation. Another model derives from the demand for greater transparency in the evalua-tion process, in which different systems are proposed in which everyone involved in this process appears explicitly. Signed reviews that can also be published along-side the article: transparent reviews in

-munity can review the process followed and the different reports created: pre-publication review in which the work is lodged in a repository before being sent to a journal so the academic community

can evaluate it (e.g. arXiv); review after publication through comments in a sys-tem similar to a blog, etc. (Abad, 2017). These are more collaborative and trans-parent ways of evaluating advances, but they also suffer from limitations and bad practices. However, «despite all of the criticisms of anonymity and the impunity of reviewers, the leap towards transpar-ency is not so widely accepted in prac-tice» (Abad, 2017, p. 68). The problem is complex, and so the debate remains open, awaiting the possibilities offered by web 3.0 which provides collaborative options. However, these options will not become established if they do not, at the same time, offer some type of recognition for the people who take part in reviewing these articles.

3.9. New publishing modelsIn recent years, new types of journal

have appeared in response to the demands and development of science. As well as the megajournals mentioned above, it is also worth noting the «datajournal» which starts from the idea that what is most important in any research is to provide the data obtained, preceded by a descrip-tion of the basic elements that describe the research, so it can be replicated and the study can be moved forward (e.g., Research Data Journal for the Human-ities and Social Sciences). The data are undoubtedly the essential elements for evaluating the results and achievements of any piece of research, and so research-ers are asked to deposit them in a repos-itory that is accessible to their colleagues in the interest of developing science and avoiding fraud. In this way, publication of

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the article is separate from publication of the data, and the data are published to in-crease their accessibility. Once these have been published, the researchers would communicate their results and discoveries in conferences. In this scenario journals would be less important (López-Borrel, 2017, p. 232).

4. Looking to the future: editors’responsibilities

After this brief overview of the chang-es affecting academic publications, there is no doubt that we are in the midst of a new qualitative leap in academic publish-ing that is transforming editorial prac-tices. They will continue to be reference points, in one format or another, so long as they offer a prestigious framework for the works they publish and, by extension, for the authors and institutions that pro-vide these works. In addition, it is also important to bear in mind that the article is becoming ever more valuable in itself as it is measured on the basis of its real impact, and so editorial management will no longer revolve around the journal as a whole but instead the individual articles published.

This dominance of the article, re-sulting from the consolidation of online journals, is imposing radically different models of design and dissemination and readings, and so it is important to put forward innovative solutions regarding formats, structures, and the participation of all of the agents involved. This is a pro-posal that calls for the professionalisation of the management of these publications, replacing the voluntary model that has

supported them up to now, at the same time as generating synergies between dif-ferent editorial teams and creating net-works of collaboration.

However, any good journal is half science and half marketing, as it must

--

stoppable march of open access. Impact has become established as the means of measuring the quality of research, but we should not lose sight of the fact that its reach cannot be measured with the same parameters and metrics in all subject areas. In the social sciences in particular it is important to be able to widen the range of sources for gathering information, without restricting this to certain journals and considering other spaces for disseminating research and the different ways in which users can participate. Accordingly, new metrics open up very useful perspectives for ex-amining the real impact of each piece of work, without losing sight of the fact that it is one thing to do research and another to disseminate it. One problem with these measurements is that this re-interpretation of impact based on the IF is sidelining an important element: the quality of regional science. Balancing international interests with regional and local ones is a challenge we must face, as research should not be swallowed by the interests of some countries with greater

supports continued work in the topics that are of interest in each region at the same time as maintaining dissemination in the different regions’ languages should remain relevant to the academic commu-


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nity, achieving this international impact and reputation without losing sight of the local.

the function of academic journals in the development of knowledge at present, on the undoubted support provided by tech-nological advances, on the inescapable inter nationalism, etc., without losing sight of our social responsibility as ed-itors to meet the demands and needs of the academic community of which each publication is part, just as it forms part of

disseminate and preserve science.

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Author’s biographyMarta Ruiz Corbella has a PhD

in Pedagogy and is a Lecturer at Uni-


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versidad Nacional de Educación a Dis-tancia (Spain). Editor of the magazine Educación XX1, published by the UNED, and the blog Aula Magna 2.0. Mem-ber of the Research Group on Higher Education and Distance Learning

-ing Innovation Group for the Develop-

ment of Ethical and Civic Competence in Higher Education. Her topics of interest include moral and civic education, high-er education, teacher training and dis-tance education.

https://orcid.org/0000-0001-5498-4920

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Las revistas científicas en educación y el contexto académico-administrativo.

Algunas propuestas de cambioScientific journals in education and the

academic-administrative context. Some proposals for change

Dr. José-Luis GAVIRIA. Catedrático. Universidad Complutense de Madrid ([email protected]).

Resumen:Este artículo argumenta que la Revista

de Educación, y en general, todas las revis-

-démico administrativo y que las normas que rigen la vida universitaria afectan a las revis-

--

-

que se insiste en la necesidad de mejorar la

-

-

la cátedra que estuviese ligado a los méritos -

-diente de la carrera académica, incremen-

entre los niveles de entrada y de salida; au-mentar la gradualidad de la carrera académi-

a un sistema con seis escalones, ligados a los

-

actividad investigadora en el que los criterios -

-

rnals in ed d the academic-administrative

r r change de Ped , 76

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evaluados ni los resultados en detalle de esa -

Descriptores:--

Abstract:Revista de

Educación

-

contribution to university life: measures re-

-

-

( --

-

-

r r titular and catedr

of and so it would be necessary to -

evaluation criteria for academic journals are -

evaluation of academic activity, its subjects

-

Keywords: evaluation of academic journals, -

1. Introducción-

merece ser no solo conmemorado, sino tam-

-

-

Las revistas científicas en educación y el contexto académico-administrativo …

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Revista de Educación fue creada como de Educación en el seno del entonces denominado Ministe-

revista española de pedagogía

En este trabajo, vamos a sostener la -

-

universidad, y que son necesarios algunos -

Revista de Educación

GRÁFICO de Educación Revista de Educación


2. La función cambiante de la Re-vista de Educación

-tonces de Educaciónun lado, y a la Revista de Educación, que

entonces la Revista de Educación era una -

otras cosas se dice:

Revista de Educación --

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-

(Revista de Educación

Revista de Educación es

GRÁFICO Revista de Educación

Revista de educación

Para quien esté interesado en una

-Revista de

Educación-

-

-

--

ca que la comunidad académica en edu-Revista de Educación

-


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-

-

--

-

TABLA Revista de Educación

Año Recibidos Publicados % de publicación en el año

33


3. Las revistas y el contexto admi-nistrativo

-mente integradas en el sistema académico

la Revista de Educación era un instrumen--

vida universitaria, las que afectan de ma-Revista

de Educación -

-

-

Revista de Educación -

---

dores de calidad de la misma, lo que lleva a -

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-

GRÁFICO Revista de Educación


--

Revista de Edu-cación

-

-Revista de Educación

-

--


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buena muestra de la calidad general de

-

dientes los indicadores de esas revistas

--

trata de mantener una línea editorial es-

-munidad académica y educativa a la que

TABLA

Revista 2010 2011 2012 2013 2014 2015 2016

Harvard Educational Review

Educational Review

TABLA Revista de Educación

Año JIF Citable items Citas Publicados

33 33

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-

-

-

--

-

4. El contexto normativo y la Revis-ta de Educación

-

-

Revista de Educación dejan

GRÁFICO


--

Re-

vista de Educación-


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-

-

-

-

-

-

-

-

--

-

-

-

autores que es conveniente que tenga un artículo:

-

--

-

--

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GRÁFICO


---

GRÁFICO



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Una tendencia similar se observa en

-

-

ver que en un momento dado la Revista de Educación

también ligada a otros niveles del sistema educativo, y que este medio era un instru-

-

-

cualquier otra revista incluida en estos ín--

-

--

segun-d

Todos estos datos abonan la tesis que aquí mantenemos, es decir, que las revis-

-

-

a la vida de las revistas, lo que ocurra

--

-

-

-

---

5. El contexto de la vida académi-co-universitaria en España

--

-

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-dicionante su estatus como funcionarios

-sicamente igualitario, en el que tanto el

-

---

-

--

ayudante o ayudante doctor que cualquier

-tema de acceso a la carrera universitaria

-

-

-

llamar el efecto escalera mecánica -

Pero a diferencia de las escaleras me-

-

-

-

-mo, a contratado doctor antes de acceder

-

---

Una consecuencia de este sistema es -

--

--

--


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-

-

-

qué es lo que leían los colegas a los que

-

--

-

-to que en mayor o menor medida estaban

con el conjunto de revistas que las dis-

-tas como rdón, la de Educación, la Revista de Investigación Educativa, r de la Educación, ESE,

-

--

--

-nas medidas académico-administrativas

-

--

6. Una reflexión sobre la estruc-tura de la carrera universitaria en España

---

-

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-menta, en la línea de lo que en este mis-

--

-

-

atendiendo a los resultados de la investi-

En el documento arriba mencionado

-

-

-dad, con toda la estructura administrati-

universidad cuya estructura funcional

--

-

-

-ba la

ritas

consideraban que en realidad era -rium

la estructura universitaria vino a cam--

las tesis que se mantiene en este artículo

-

-

-

que ya no necesariamente tenía que ser ---

--


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-

--

--

va, docente e investigadora de la universi-

-taria de la concreta universidad en la que

-

-

¿Qué sentido tiene entonces seguir

Puede decirse que se trata fundamen-

-

-

-

--

-

de una universidad dada y de si las cir-

-

--

El argumento subyacente en las nor-

-do evidencias de las investigaciones di-

--

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-

esto quiere decir que estemos en contra

-ta un tenure track -bargo, introducir algunas reformas que

-

--

viese ligado a los méritos individuales

Para lograr estos objetivos no sería

arriba --

--

--

Esto se traduce en aumentar las dife-rencias entre los niveles de entrada y

-

-

En un sistema como este la remune---

-

-

-estrellas

-

-

-

-


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-

-

categoría se basa en los tramos de inves-

las diferencias remunerativas son míni--

los efectos de la carrera académica, todo -

-

-

-

-te los salarios en los distintos escalones

--

7. La evaluación de la actividad investigadora y las revistas cientí-ficas

Todo este sistema descansa sobre el reconocimiento de los tramos de investi-

trans-rente

-

3

--

gador tan bueno o tan afortunado que la

-

-

condiciones de llegar a conocer la valora-

-

--

-

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-nece una revista es un indicador objetivo

transformase directamente el índice de

-terminar de antemano qué valor se toma-

-

-cado y los dos anteriores, o uno anterior

--

es que no es tan relevante el método es-

las revistas tienen que estar seguros de que las reglas de juego no se cambian a

-dores negativamente evaluados en una de

-

-

-

-

-mente la actividad de los investigadores

-

-

fundamental introduce un elemento de discrecionalidad que no quiere decir arbi-

--

-mento es cuando debe intervenir la discre-

--

se convierta en arbitrariedad es la trans-

--


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--

--

-

-

--

--

-nocen de antemano con detalle los criterios

--

tivamente, todos los editores de revistas -

-

universitaria debería tener un gradiente

mayor en sus escalones, las revistas cien-

--

ce dos niveles claramente diferenciados,

-

Dados los criterios que usamos las -

-

-milares, lo que le resta novedad relativa

--

sariamente una carencia de calidad en el

-

-

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-

-

--

8. Conclusión

-

-

qué manera afectan a esa comunidad las

-

-

-

sumativajusta los méritos a los incentivos, sino

Notas1 Méritos evaluables para la acreditación nacional

para el acceso a los cuerpos docentes universi-tarios. Recuperado de http://www.mecd.gob.es/ ser v ic ios-a l -c iudadano-mecd/dms/mecd/ servicios-al-ciudadano-mecd/catalogo/general/ educacion/academia/ficha/academia/criterios- sociales-juridicas.pdf

2 http://juanmariaprieto.blogs.uva.es/2014/11/28 /sobre-los-sexenios-de-investigacion-a-publicar- pero-bien/

3 Véase, por ejemplo, Galán, A. (2016).4 Prada García, A. (2018). Sombras en la evaluación

de la actividad investigadora. Claves de razón prác-tica, 256, 90-99.

5 Por ejemplo: Delgado López-Cózar, E. (2017).

Referencias bibliográficasCód de Evaluación

y Acreditación del Pr rad rsitar

r -rts 2016


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de 6 d re de 1996 de la Dirección General d -

r r-Presidencia d -luad ra de la Actividad Investigad r r la que

riter dd de evaluación

EC3 rts, 21

La discr -nalidad técnica en la ANECA y la CNEAI: una cuestión de gran calad

-

Revista de Educa-ción, 366

Análisis d rácticas d ración cien-

-

la actividad investigadora en desarrollo del

BOE -

Pr rama ACADEMIA de acreditación r r d

universitar

Mér ra la acreditación

r r duniversitar


Pr ra la r rma ra de la calidad del sistema

universitar

-

de , 36

de la actividad investigadora, Claves de rráctica, 256

rd r r

bien)!

Revista de Educación,

ria d -rias d -

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Biografía del autorJosé-Luis Gaviria

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Scientific journals in education and the academic-administrative context.

Some proposals for changeLas revistas científicas en educación y el contexto

académico-administrativo. Algunas propuestas de cambio

José-Luis GAVIRIA, PhD. Professor. Universidad Complutense de Madrid ([email protected]).

Abstract:This piece argues that the Revista de

Educación, and the other academic journals on education in Spain, are in general fully integrated into the academic-administrative system and that the rules that shape univer-sity life also affect academic journals.

Two types of measure are proposed to

contribution to university life: measures re-lating to the academic career path, which would maximise the importance of published research, and measures relating to the evalu-ation of academic publications, in which the need to improve awareness of evaluation cri-teria and their quality is emphasised.

With regards to the academic career, it is argued that this should have a better model for progression and feature more incentives linked to six-year periods of research activity (sexenios), and that a more objective and au-tomatic process for attaining a chair is neces-sary, one which is linked to individual merits

universities.To this end, it is proposed that: the num-

ber of pay grades on the academic career path should be increased, increasing the distinc-tion in pay and standing between the entry level and top level; the number of steps on the academic career should be increased; and that the system should be more objective. This would result in a professional career that would go from having two steps (profesor titular and catedrático) to having six, linked to sexenios.

This whole design is based on recognition of sexenios and so it would be necessary to make changes to them. A system for evaluat-ing research activity is proposed in which the evaluation criteria for academic journals are more transparent, more objective, more auto-matic, and, importantly, consistent over time.

This piece concludes that to optimize evaluation of academic activity, its subjects should receive feedback. If neither journals

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nor researchers know in detail the criteria on which they will be evaluated or the de-tailed results of this evaluation, this judge-ment becomes a summary trial and so its

-verely reduced.

Keywords: evaluation of academic journals, evaluation of research activity, university ca-reer path, professional incentives.

Resumen:Este artículo argumenta que la Revista

de Educación, y en general, todas las revis-

completamente integradas en el sistema aca-démico administrativo y que las normas que rigen la vida universitaria afectan a las revis-

Para obtener el máximo provecho de la

vida universitaria se proponen dos tipos de medidas: unas relacionadas con la carrera profesional universitaria, en las que se poten-ciaría al máximo la importancia de la investi-gación publicada, y otras relacionadas con la

las que se insiste en la necesidad de mejorar la publicidad y la objetividad de los criterios de evaluación.

Respecto de la carrera académica se ar-gumenta que esta debería ser más graduada y con más incentivos ligados a los tramos de investigación, y que es necesario un procedi-miento más objetivo y automático de acceso a

la cátedra que estuviese ligado a los méritos individuales y no a las circunstancias especí-

Para ello se propone: aumentar el gra-diente de la carrera académica, incremen-tando las diferencias económicas y de esta-tus entre los niveles de entrada y de salida; aumentar la gradualidad de la carrera aca-démica; hacer más objetivo el sistema. Se crearía una carrera profesional que pasaría de tener dos escalones (profesor titular y cate-drático) a un sistema con seis escalones, liga-dos a los tramos de investigación.

Todo este diseño descansa sobre el reco-nocimiento de los tramos de investigación y, por ello, sería necesario hacer cambios en él. Se propone un sistema de evaluación de la actividad investigadora en el que los criterios

más transparentes, más objetivos y más au-tomáticos, y de modo importante, constantes en el tiempo.

Se concluye que, para que la evaluación de

retroalimentación a los sujetos de la misma. Si ni las revistas ni los investigadores cono-cen con detalle los criterios con los que serán evaluados ni los resultados en detalle de esa evaluación, esta se convierte en un juicio su-

en el sistema quedan seriamente mermadas.

Descriptores: evaluación de las revistas -

ra, carrera profesional en la universidad, in-centivos profesionales.

1. IntroductionThe seventy-fifth anniversary of an

academic journal, especially one in the

field of education, is a notable event and one that should not just be com-memorated, but also celebrated. Con-

Scientific journals in education and the academic-administrative context …

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sequently, I would like to take part in this celebration by offering some reflec-tions from my position as editor in chief of another journal that recently cele-brated the seventy-fifth anniversary of its foundation.

The Revista de Educación was found-ed as the Revista Nacional de Educación by what was then called the National Ministry of Education (8 March 1940, BOE 24 March 1940), when José Ibáñez Martín —the father of Professor Ibáñez-Martín

who is the director of the revista españo-la de pedagogía— was the minister.

In this work we argue that academic journals in Spain in general, and educa-tion ones in particular, are part of the academic-administrative context of the university and that changes to this context are needed, both to improve university life and to ensure that journals appropriately

these arguments interesting data from the Revista de Educación are presented.

GRAPH Revista Nacional de Educación and a recent issue of the Revista de Educación

Source: Revista de Educación archive. Own elaboration.

2. The changing role of the Revistade Educación

Graph 1 shows two covers belong-Revista

Nacional de Educación and, alongside it, the Revista de Educación, its direct successor. Over those 75 years (78 now), much has happened in Spain and in our

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journal. If the Revista de Educación was a tool for social engineering at that time, its function nowadays is completely different. The website says, among other things:

The Revista de Educación is an ac-ademic publication by Spain’s Ministry of Education, Culture and Sport. […] It has been a privileged witness to chang-es in education over recent decades, and

has also been a recognised means of dis-seminating advances in research and in-

international perspectives (Revista de Educación, 2018).

Since 2015 the Revista de Educación has been a bilingual open-access publica-tion and is published digitally or in hard copy on request.

GRAPH 2. Articles received in 2017 by the Revista de Educación, by sections.

Source: Own elaboration based on data obtained from the Revista de Educación, 2018.

For anyone interested in a detailed description of the journal’s development, its issues are all available on its website (Revista de Educación, 2018) and a con-cise analysis of the different eras it has passed through can be found in the in-troduction Alejandro Tiana published in 1996 to commemorate the journal’s three-hundredth issue (Tiana, 1996).

Moving on to the present day, the jour-nal received a total of 516 submissions for

articles in 2017 (Table 1), an increase of approximately 5% over 2016. The distri-bution by sectors is shown in Graph 2. This is clearly a large number, and it sug-gests that the academic community in ed-ucation regards the Revista de Educación as an important medium for disseminat-ing research activity.

In fact, the research section continues to receive the highest percentage of origi-nal submissions, at 95%. Sadly, fewer and


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fewer essays are submitted. Two hypoth-eses can be suggested to explain this im-balance:

speculation might have other academic spheres where they can be expressed. And secondly, that the pressure university lecturers feel to publish might be closely

linked to the time periods set by research funding calls and calls for the accredita-tion and evaluation of research activity

that are a necessary feature of the essay as a genre. This is just another piece of in-formation to support the main argument of this article, as shown below.

TABLE 1. Original works received and published in the Revista de Educación, by year.

Year Received Published % published in the year

2010 313 89 28.4%

2011 360 147 40.8%

2012 382 128 33.5%

2013 472 107 22.7%

2014 405 41 10.1%

2015 448 33 7.4%

2016 492 27 5.5%

2017 516 31 6.0%


3. Journals and the administrativecontext

It is our view that academic journalson education in Spain are fully integrated into the academic administrative system and that while the Revista de Educación was originally an ideological instrument of the ministry on which it depended, the life of the Revista de Educación, and by extension, probably that of the other aca-demic education journals in Spain, is now largely shaped by the legal regulations that govern university life.

Examination of numerical data supports this idea. For example, research-active

university staff’s need to present objective indicators of research output in processes

need for them to publish. As a result of this pressure, the Revista de Educación went from receiving 313 original submissions in 2010 to 516 in 2017 (Table 1).

For its part, the journal, integrated in the academic publishing system, faces pressure to improve its quality indicators, and this in turn leads it to pursue excel-lence in the works it publishes and try to improve its position in bibliometric indexes. This has, for example, led to a major vari-ation in the number of articles. In previous

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years, the most articles published was 147 in 2011, while 31 were published in 2017. The ratio between pieces published and submissions received fell from a high of 41% in 2011 to 6% in 2017 (Graph 3).

The trend is, therefore, only to publish articles of the highest quality. That has

the effect that the articles published are the ones cited most often and, at the same time, it reduces the number of citable ar-ticles, thus improving the impact index (we should recall that this is calculated by dividing the number of citations received by the number of citable articles).

GRAPH 3. Percentage of original works rejected by the Revista de Educación, by years.


This explains why the rejection rate went from 41% in 2011 to 88% in 2017.

This editorial policy has, for now, pro-duced the desired results. In June 2017, Thomson-Reuters (Clarivate Analytics since 2017) published the 2016 impact factor for the journals indexed in the Social Sciences Citation Index (SSCI). The Revista de Educación has an impact factor of 1.185 in JCR, making it 108th

of the 235 journals in the Education and Educational Research discipline. This index corresponds with the evaluation of the articles published in 2015 and 2014.

In the Journal Citation Reports (JCR) lists published in June 2017, the Revista de Educación had improved noticeably compared with the previous year (2016); its impact factor for 2016 was 1.185 while in 2015 it was 0.845. The journal has


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gone from being indexed in the impact factor distribution’s third quartile for the Education and Educational Research subject area to the second quartile and its position has improved from 124th of 231 to 108th of 235.

We should, however, note that while these indicators are a good indicator of the general quality of the journal, there are many factors that affect their stabil-ity. Consequently, if the numbers corre-

sponding to the indicators for the pres-tigious journals with which the journal compares itself are analysed, it is appar-ent that there is a relatively high level of variability and that it is not advisable to concentrate solely on these indexes, de-spite them being very positive (Table 2). It is a best to maintain a stable editorial line that ensures a good position for the journal in the estimation of the academic and educational community it serves.

TABLE 2. Evolution of JIF for some important journals.

Journal 2010 2011 2012 2013 2014 2015 2016

Harvard Educational Review 0.841 0.458 1.08 0.607 0.786 2.674

Educational Review 0.42 0.66 0.579 0.544 0.648 0.873 1.464

Educational Philosophy and Theory

0.316 0.434 0.428 0.314 0.415 0.566

Educational Studies 0.721

Revista de Educación 0.612 0.409 0.309 0.201 0.241 0.845 1.185

Edu. Sciences Theory and Practice 0.402 0.41

Source: Own elaboration based on data published in Journal Citation Reports (JCR), 2017.

TABLE 3. Position of the Revista de Educación in Journal Citation Reports (Web of Science, Thomson Reuters-Clarivate Analytics) in the 2016 edition (published in June

2017) and previous years.

Year JIF Citable items Citations Published

2016 1.185 27 32 27

2015 0.845 33 28 33

2014 0.241 48 12 45

2013 0.201 73 15 107

2012 0.309 95 29 128

2011 0.409 54 22 147

2010 0.622 58 36 89

Source: Own elaboration based on data published in Journal Citation Reports (JCR), 2017.

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Table 3 shows the development of -

plied to the Revista de Educación, to the present day, including the number of articles published and the citable items

be noted that the impact index is calcu-lated based on the data from the previ-ous two years. For example, the JIF for 2016 was published in 2017 and was calculated based on articles published in 2014 and 2015. As can also be seen, there is a falling discrepancy between the number of articles ISI-Thompson recognises as citable and the articles ac-tually published, especially in the early

years of application of the index. From

the articles actually published.

4. The regulatory context and theRevista de Educación

As noted above, argue that there is a close relationship in Spain between the editorial life of an academic journal in ed-ucation and the administrative-academ-ic context in which it functions. Howev-er, this relationship is much closer than what is shown by the data presented up to now with regards to the Revista de Educación.

GRAPH 4. Number of authors per article in 2000.



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For example, if we consider the num-ber of authors per article and how this has changed since 2000, a curious phe-nomenon is apparent. In 2000 (Graph 4), 72% of the articles published by the Revista de Educación had a single author. Around 18% of the articles had two authors and under four per cent had three authors.

In 1994, evaluation of universi-ty lecturers’ research activity began (Ministerio de Educación y Ciencia, 1994). The number of authors of each

For example, the Ruling by the Chair of the Comisión Evaluadora de la Actividad Investigadora (CNEAI-research activi-ty evaluation committee) of November 2005, when it published the additional criteria that would govern this evalua-tion, expressly mentions the number of authors for what it calls «ordinary sub-missions». It states that «the number of authors will not be open to evaluation as

-ic and its complexity and scope» (CNEAI resolution, 2005).

Similar resolutions have been pub-lished every November since then, all of which make the same statement. In

-sive number of authors could reduce the

by the complexity of the topic and/or the length of the work, a large number of au-thors can reduce the rating awarded to a submission» (CNEAI resolution, 2007).

stated that a large number of authors could be prejudicial.

The same also applies to the ANECA criteria for the accreditation of university lecturers.

In 2007 Royal Decree 1312/2007, of 5 October, establishing national accredita-tion for accessing university teaching bod-ies was published. When the guidelines regarding the items that can be evaluat-ed for the ACADEMIA programme were published, it was made very clear that the number of authors of each article was im-portant. For example, point D16 referring to Educational Sciences states: «Number of authors per publication (no more than 4 as a general principle. From 4 authors a reduction factor will be applied)»1. In addition, information now circulates in-formally online regarding what the max-imum advisable number of authors is for an article.

Having a large number of authors reduces the grade; penalization starts from 3 authors; it is better to be the lead author (but with some caveats: being second or third author in a publication with a high JCR impact index is bet-ter than being lead author in DICE [the Dissemination and Editorial Quality of Spanish Humanities and Social and Legal Science Journals database])2 (Juan María Prieto Lobato, 2014).

This text is taken from a blog about accreditation and evaluation of sexenios published in 2014.

The effect of the appearance of these criteria is that we have gone from the situation in 2000, shown in Graph 4, in which approximately 72% of articles had

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a single author to the situation in 2010 (Figure 5), when this percentage fell to

29%, with 71% of articles having two or more authors.


Source: Own elaboration based on data obtained from the Revista de educación, 2018.

And to this situation in 2017 (Graph 6). As can be seen, most of the articles (61.3%) are used by the authors to ex-ploit the possibilities of appearing in a

JCR publication by trying to maximise the effect of this publication for their own CVs.


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Source: Own elaboration based on data obtained from the Revista de educación, 2018.

A similar trend can be seen with re-gards to the background of the authors of the articles published in our journal. For example, of the 120 articles published in 2000, 85% of the 123 authors involved were university lecturers or similar, with most being from public universi-ties. Eighty-nine articles were published in 2010 with a total of 226 authors, of whom 93% were university lecturers. And in 2017, with 31 articles published, 98% of the 84 authors were university lecturers. Going further back in time,

Revista de Educación was not an organ exclusively for university staff to publish in, but that the authors’ backgrounds included other levels of the educational system and that it was an instrument for sharing particular teaching experiences and innovations. This move towards ac-

ademic specialization has also happened in many other Spanish journals in the

established by inclusion in indexes such

in this direction. Analysing any other journal included in these indexes would basically give the same results. A JCR journal will receive more submissions the closer it is to Q1. At the same time, it will receive more citations, which will help it stay in JCR. But this effect has a very negative counterpart for journals that are still not in this group. A journal that is not in this group will have a very

JCR as it will always be a second choice for authors.

These details all support the argu-ment we propose here, namely that aca-

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demic journals in general and education ones in particular are part of Spain’s academic-administrative context. Just as evaluation and accreditation regulations affect the life of journals, what happens to journals has an effect on the setting in which the regulations are applied and so the regulations shape the results of this application. For example, it is impossi-

research activity without considering the central role academic journals play in this system. For the same reason, academ-ic journals are entitled to make sugges-tions for changes in university life based on their experience, and the next two sections of this article will focus on this.

characteristics of the academic career in Spain, we will make some proposals for

might affect academic journals, especially

5. The context of academic- university life in Spain

The career of an academic in Spanishuniversities is part of an institutional framework shaped by features described in the paragraphs below.

First, we should note that the system is predominantly public. In it, the pro-fessional horizon that shapes teaching- research staff is their position as function-aries of the state. It is also an essentially egalitarian system in which academic, professional and even social status, and also pay, depend almost exclusively on the body of functionaries to which aca-demics belong. In fact, when differences

in pay have been introduced, these have been linked more to the administrative context than to academic output. As a re-sult, to establish how an academic’s pay varies in comparison with that of peers at other universities, knowing which au-tonomous region his or her university is in is more important than knowing his or her status as a researcher. This system, which is deeply endogamic, does not en-courage excellence through its means of access but rather membership. Indeed,

-reer is the initial entry. It is more import-ant to attain an entry position as an ayu-dante (a doctoral student working as a teaching assistant) or an ayudante doctor (a slightly more senior position that re-quires a PhD) than any other subsequent consideration. It is only a small exagger-ation to say that this is like getting on

system for accessing the university ca-reer path and subsequent progress along it assume that the most important step in practice for someone who wishes to be

Entering a given department as a becario -

ly increases the chances of this candidate becoming a teaching functionary with a place in the very department he or she initially enters. This is something we

step is the most important one. After that, it is enough to let yourself be car-ried along by the system without losing your balance.

However, unlike a real escalator, this metaphorical one suffers from a lack of real steps. What normally happens is


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that someone who aspires to be a lecturer and has recently become a becario, passes through different types of employment at the end of the scholarship that could be described as a sort of parallel career. The candidate might follow a straight path, progressing from being a becario to an ayudante doctor contrat-ado doctor before attaining the position of profesor titular (a tenured civil service po-sition equivalent to associate professor), or he or she might stray through some of the administrative situations universities have invented to counterbalance the ef-fects of budget cuts.

stability is the one that gives access to the university’s body of profesores titulares. From here, if the contender is lucky, the only remaining step is to enter the group of catedráticos de universidad (full profes-sors, a tenured civil service position).

One consequence of this system is that research, or rather the results of research evaluation, is the only possible way to es-tablish a minimal level of differentiation. And it is precisely because of this that it could be said that the system of sexenios has consolidated the central role of in-dexed journals as a way of providing proof of academic output. In some branches of research in education this role is shared with the publication of monographs and essays, but the role of academic journals is still vital.

There is a very close link between the processes for recognition of sexenios and the evolution of the ranking of journals. The fundamental objective for academics is to publish in JCR Q1 or Q2 journals,

and for the journals it is to form part of this select group.

In this sense, one could argue that the appearance of evaluation of research

Before the introduction of the research evaluation system, when academics were considering publishing something, they would think about what the peers they read were reading and what they themselves were reading. Nowadays, the concern with the impact index is what shapes the decision about where to try to publish. And this has occurred almost uniformly across all subject areas, regard-less of their levels of internationalization. Indeed, for several reasons, before the implementation of the current research evaluation method, there were subject areas that were to a greater or lesser extent integrated into the inter national

new procedure, which started several de-cades ago, did no more than consolidate a trend that already existed, to some extent boosting this way of working. In other subject areas, such as education, this pro-cedure was implanted in a situation that

the process. And the need and drive for internationalisation were superimposed on the range of journals published by the

movement which started then, is still at an uncertain stage of consolidation. There

of education listed in JCR, and there are various others that are making intense and praiseworthy efforts to reach this goal. Journals such as Bordón, the Revista Complutense de Educación, the Revista

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de Investigación Educativa, Teoría de la Educación, ESE, etc., to name just a few, are examples of this. But in general, for all of the reasons mentioned here, the position of the academic community in education is somewhat delicate compared

in the fact that the criteria for research activity evaluations or accreditation pro-cesses are not as strict with regards to the quality indicator requirements for the items submitted by the academics. This does not mean that in the long term the levels of these requirements will not become equivalent, but there are some academic-administrative measures that would help boost the processes of putting

the education on an equal footing with its counterparts from other subject areas,

-centives for research and their impact on the academic career.

6. A reflection on the structure ofthe university career in Spain

The feeling that Spanish universities need reform has, on more than one occa-sion, led to documents prepared by groups of experts at the request of the authori-ties. This is the case, for example, with the document prepared at the request of the minister Wert by a commission chaired by Miras Portugal (Miras Portugal, et al., 2013). This document, on similar lines to what is proposed in this article, argues for a greater weight for research and for evidence-based proof of it in the staff se-lection processes for universities. Without straying from the essence of what the re-

on the current structure of the university career in Spain and on how it could be im-proved by considering the results of can-didates’ research.

The document mentioned above sug-gests maintaining the two bodies of uni-versity teaching functionaries that cur-rently exist: the profesores titulares and the catedráticos de universidad. Nonethe-less, here we will argue for a more grad-ed university career with more steps and which is simultaneously more direct and simpler.

catedrático de univer-sidad, with the administrative structure that supports it, made sense in a univer-sity with an operational structure that was completely different from the current one. In it, the basic operational unit, both for teaching and research, was the chair. Academic life centred around the chair. The chair was run by its incumbent, ac-companied by the profesores agregados (assistant professors) or the adjuntos de la cátedra (adjunct professors). The lead-ership exercised by the professor was supported administratively, and this po-sition of formal leadership was reached through a long and complicated process of competitive exams. Accordingly, it was more a formal leadership than a real one, existing more in theory than in practice. It could be said that the chair conferred potestas but not necessarily auctoritas, al-though critics of this system, which was sometimes described as feudal, felt that what the catedrático really exercised was imperium.

The appearance of departments in the university structure changed this situa-


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tion radically. While this was a step for-ward in modernising the structure of uni-versities, it did not achieve this without also introducing a certain degree of confu-sion and ambiguity that continues to this day. One of our arguments here is that

catedrático lost much of its operational

that introduces elements of ambiguity and uncertainty, as we will argue below. The suggested change allows for a major role for academic journals.

The creation of departments in-volved a separation of the administrative and managerial functions of teacher- researchers. Indeed, many of the func-tions that the incumbent of the chair used to perform passed over to the head of department, who no longer had to be hold a chair. The organisation of teaching is the responsibility of the department, led by the head, and so the catedrático now has an equivalent role to any other lecturer, with the sole difference of prior-ity for some decisions granted by the sta-tus of catedrático. This unbundling and disconnection of the exclusivity of some functions was further accentuated with the creation of research groups. If heads of department are responsible for the ad-ministration of teaching in departments, the creation of research groups meant that the head of the research group, or investigador principal (lead researcher) in the new terminology, is responsible for leadership of the research activity of the research groups.

From having academic responsibility for the university’s basic administrative teaching and research unit, the chair has

come to be a position that is more closely linked to there being available funds at the given university where the academic works.

None of the three aspects of university life is shaped entirely by belonging to the body of catedráticos de universidad, with the sole exception that to be the rector of a public university it is necessary to be a catedrático de universidad. Other than that, there are no management positions or teaching or research activities that a profesor titular is not legally authorised to perform the same as a professor.

Why keep this separate body?

It could be argued that it is essentially to express recognition of the level of aca-demic excellence of a particular individu-al, and that while the economic effects are not especially large, the social status still

see that there is something of a race in Spain’s universities for internal promo-tion among accredited academics as they near retirement age. Retiring as a cat-edrático is a certain recognition of a life spent working in universities. But beyond this, the step of the chair does not act as the general incentive in a career with

In effect, promotion to a chair does not depend on individual merits, at least not exclusively, but instead on the available budgetary resources of a given universi-ty and whether or not the circumstances

-tirely free from paradoxes and contradic-tions. Since, although there is now a prior process of accreditation, it is still possible

catedráticos with fewer research

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items than some less fortunate profesores titulares.

The argument underlying the reg-ulations and criteria that govern the ANECA’s processes of accreditation as-sume that the candidate to be a catedráti-co must show academic leadership skills by providing proof of the research he or she has managed as investigador princi-pal or the doctoral theses he or she has supervised. But what does accreditation as a professor add if the candidate is al-ready an academic leader recognised by their peers? It does no more than provide recognition of a situation that already exists. This recognition does not qualify them to be academic leaders but it is an accolade given to people who can show they are already established researchers. The absurdity of this system is even more apparent when effective access to a chair subsequently depends on contingent cir-cumstances such as the university’s avail-able budget or how good an academic’s contacts are within it.

professor should disappear? In this au-thor’s opinion, the answer is no. And al-though here we discuss the chair, it would be possible to make a very similar argu-ment regarding the body of profesores titulares as a group of functionaries. None of this means we oppose a professional pathway with a tenure track. However, it would be possible to introduce some re-forms that would boost research activity and how it is valued. Regarding the chair, two things are required:

1. A much more progressive careerpath in universities with more steps

and more incentives, especially eco-nomic ones, linked to it.

2. A more objective and automaticmeans of accessing a «chair», linked to individual merits and not to the

-sities.

There is no need for a reform that turns the university on its head to achieve these aims. It is possible to enhance a system that is in place and well established, mak-ing the necessary improvements. This is the system commonly known as sexenios. Here we will propose some changes that, as will become clear, will ultimately have

journals.

The foundations on which this propos-al is based are:

1. Increasing the number of gradesin the academic career path, in its

This would lead to an increase in the differences between the entry and exit levels.

2. Increasing the progressivenessof the academic career.

3. Making the system more objec-tive, more related to individual merits,

-cumstances of each university.

In a system like this, the pay and cate-gory of academics would essentially, if not solely, depend on the number of sexenios. The body of catedráticos as it is would be declared extinct and the position of catedrático would be created. This would be achieved automatically when a set number of sexenios is reached, three or four, for example. All of the prerogatives


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and preferential treatment currently as-sociated with the body to which an aca-demic belongs would be associated with his or her number of stars (sexenios, lev-el). A level 5 academic, or one with 5 rec-ognised sexenios, would have all of the priorities over the academics of a lower level that are currently associated with being in a higher-level body.

This would immediately create a ca-reer path with six steps instead of the cur-rent one with two steps (profesor titular and catedrático). Although the continua-tion of the title catedrático would no lon-ger be necessary, for reasons of aesthetics or to honour tradition it would be kept for those academics who reach the fourth

threshold is set. There would no longer be the paradox of profesores titulares with more sexenios than the catedráticos who decide on their access to a chair.

Naturally, if the criterion of category is currently based on sexenios, it is clear that this would also apply for current profesores contratados doctores (tenured, non-civil service associate professors). The differences in pay between these and profesores titulares are minimal. The only difference between these two types of ac-ademic is the supposed better job securi-ty of profesores titulares and the source of the funding that pays for this sort of position. However, for the purposes of the academic career path, everything could be combined by categorisation according to the number of recognised sexenios. Clear-ly we are not considering the problem of the method of selection for entering the profession, as this falls outside the scope of this article.

As for pay depending on sexenios, this should go from being a small part of the

part to clearly differentiate salaries on the different career steps: a system that is not linear but one which, for example, has an increase in pay for each sexenio complet-ed. The expert report mentioned above made the same points (Miras-Portugal, 2013).

7. Evaluating research activity andacademic journals

This whole system relies on recogni-tion of sexenios, and so it would also be necessary to make major changes to this system, albeit not radical ones. To this end, it should be made more transparent, more objective, and more automatic. This is where the evaluation of academic jour-

Regarding academic journals, at least -

ements have been demands that learned societies have made to the CNEAI on var-ious occasions3.

Firstly, the paradoxical situation cur-rently exists that for a researcher who is good enough or lucky enough never to have been rejected by the CNEAI or turned down for a sexenio, there is no way of knowing how the contributions subject-ed for evaluation have been graded indi-vidually. Only people who have received a negative evaluation can discover the individual scores for each of them, if they request it. And it is in this case that we can uncover inconsistencies in evaluation such as the one that is the basis of Prada García’s article (2018)4. This is why we

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describe the current system as opaque. Academic journals in education, like any other academic journal, must comply with a demanding list of conditions to be evaluated in the most important indexes of journals. This is especially true in the case of JCR, but also for Scimago Lab’s SJR. A journal’s quartile is an objective, external indicator of the average level of the articles it publishes and their impact on the academic community it serves. Clearly an article published in a Q1 jour-nal will be of more value than one pub-lished in a Q2 or Q3 journal. It is possible to be even more precise by using a scale that directly transforms the impact index into a 0 to 10 scale, like the one CNEAI uses.

Given that the impact index can vary from one year to another, it would be enough to establish in advance what val-ue it would take. The value of the year in which the article was published, that of the year in which it was submitted for evaluation and the two previous ones, or the previous one and the one after if avail-able, or many other options that could be devised. What is important about this is

-od that matters but rather the fact that it is public, objective, consistent over time, and consequently predictable. Research-ers and journals have to be sure that the goalposts will not move during the game. This is something that some researchers who have received negative evaluations in one of the recent calls for sexenios5 have complained about.

Indeed, there is no need for the rating of the journals that would be produced

not mean unchanging. It is possible to conceive of a rule, like the one described above, which is applied automatically and provides the rating a journal will have each year in a given sexenio. It is also pos-sible to envisage a procedure in which the CNEAI studies the list of journals every two or three years and publishes the rat-ing they would have for the period about to begin. Any procedure can be valid if it appropriately guides the activity of re-searchers and journals. For this purpose, consistency and, therefore, predictability are vital.

In view of these proposals, the CNEAI’s answer is usually that the evaluating committees are independent and prime, that they are experts and have been ap-pointed to use their experience, and that the fact their judgement is the basic ele-ment introduces an element of discretion that is not arbitrary.

None of this, of course, is at odds with the proposed publicity, transparency and objectivity. It is true that two articles published in the same journal can vary in their quality. And this is when the com-mittee’s discretion must come into play. But this case-by-case judgement has to be the exception, not the rule. It must be

existence of strong arguments to support any judgement that reduces a rating. The vital condition to ensure the exercise of discretion does not become arbitrary is transparency, and this means notifying candidates on record of the reasons why the evaluation of their contribution dif-fers from the average for the journal, and with regards to journals, publishing the


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general rating criteria for the original pieces they publish.

This information would be vital for -

ic development of research journals. In areas of knowledge with academic com-munities that were already integrated into the system of rating internation-ally accepted as standard, the system of sexenios did not really involve major changes in their functioning. However, in other areas such as education, which depend much more on the national and sometimes local context, this inclusion has involved a genuinely major effort to adapt. We have seen this in the changes in academics’ behaviour regarding the authorship of articles published. As a

we knew what criteria the CNEAI uses to evaluate the works published in them. Because if the evaluation is to have op-timising effects, feedback to its subjects is an essential condition. If neither the journals nor the researchers know in ad-vance and in detail the criteria they will be evaluated on, the evaluation becomes a summary trial, and so its chances of

severely limited.

This need for information is directly linked with the barrier effect we men-tioned above. Indeed, all editors of aca-demic journals in education know how important it is to be in JCR and know the fear that comes just from considering the possibility of being excluded from this prestigious club. But just as the academic career path should have greater progres-sion in its steps, academic journals in education should also be able to pursue

a more gradual system of improvement. The current system establishes two clear-ly different levels where journals that

authors and the others are really only regarded as a second choice for publica-tions. This reduces the number of options for where to publish. But why is it impor-tant for there to be a large enough num-ber of places to publish?

Given the criteria we use at academ-ic journals, a submission can be of suf-

at a given moment for various reasons. For example, it might coincide with oth-er articles that were more relevant to the journal, it might have been submitted at the same time as other similar piec-es, reducing its novelty in the context of the journal, or for other reasons that by no means imply a lack of quality in the piece. In these cases it is important that authors have the chance to turn to oth-er alternatives for their work. As editors of journals, we are not surprised to see a

submitted to our journal but rejected for one of these reasons. Consequently, it is important for a given community to

knowledge. This is the importance of con-text in the development of knowledge in

-

importance of context means that the de-sired internationalisation of research and academic creation are more complicated

is appropriate and probably inevitable

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that a journal which is in JCR will have a higher rating in the evaluation processes than another which is not, the availabil-ity of clear, public rating criteria could be a way of ensuring a gradation in the score that publication in a journal might provide, and for the journals it could be a way of evaluating whether their editorial policy is leading the journal in the desired direction.

8. Conclusion

education, which essentially comprises the possible authors and readers of aca-demic journals in education, has an aca-demic status we could describe as some-what delicate. It does not have the same level of participation in an international

Consequently, it is important to take into account how this community is affected by the possible administrative measures taken regarding the evaluation of re-search activity or accreditation processes.

To take maximum advantage of the contribution academic journals make to university life, we have proposed two types of measure: measures that relate to the university career, which would maximise the importance of published research, and other measures relating to the evaluation of academic publications, which insist on the need to improve awareness of and the quality of evaluation criteria. All of this would help create an academic communi-ty that is internationally better integrated and evaluation processes that would not

summative function, linking merits to incentives more fairly, but also a

formative function, producing in the long term a better adjustment to the criteria for excellence both of the researchers who publish and the journals that support this publication.

Notes1 Merits eligible for evaluation for national accredi-

tation to access university teaching bodies http://www.mecd.gob.es/servicios-al-ciudadano-mecd/ dms/mecd/ser v ic ios-a l -c iudadano-mecd/ catalogo/general/educacion/academia/ficha/ academia/criterios-sociales-juridicas.pdf

2 http://juanmariaprieto.blogs.uva.es/2014/11/ 28/sobre-los-sexenios-de-investigacion-a-publicar- pero-bien/

3 See for example Galán, A. (2016).4 Prada García, A. (2018) Sombras en la evaluación

de la actividad investigadora. Claves de razón prác-tica, 256, p. 90-99.

5 For example, Delgado López-Cózar, E. (2017).

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Miras-Portugal, M. T., Alzaga, Ó., Azcárraga, J. A., Capmany, J., Garicano, L., Goñi, F., … Urrea, M. (2013). Propuestas para la reforma y mejora de la calidad del sistema universitario español. Retrieved from https:// www.mecd.gob.es/prensa-mecd/dms/mecd/ servicios-al-ciudadano-mecd/informacion- publica/audiencia-informacion-publica/ cerrados/2013/sistemauniversitario/propuestas- reforma.pdf

Ortiz-de-Urbina-Criado, M., & Mora-Valentín, E. M. (2013). El sistema de acreditación del pro-fesorado a través del Programa ACADEMIA: Evolución y cambios. Revista Española de

, 36 (1). doi: http://dx.doi.org/10.3989/redc.2013.1.971

Prada García, A. (2018). Sombras en la evaluación de la actividad investigadora. Claves de razón práctica, 256, 90-99.

Prieto, J. M. (2014). Sobre los sexenios de investiga-ción… ¡A publicar (pero bien)! Juan María Prie-to Lobato (UVa) [Blog]. Retrieved from http://juanmariaprieto.blogs.uva.es/2014/11/28/ sobre-los-sexenios-de-investigacion-a-publicar- pero-bien/

Tiana Ferrer, A. (1996). Breves notas históricas a modo de presentación. Revista de Educación, special issue 1996, 5-8.

Vázquez, M. (2011). Historia de un sexenio. Mise-rias d . Re-trieved from http://habitat.aq.upm.es/gi/mve/valencia-20110602-textocompleto.pdf

Author’s biographyJosé-Luis Gaviria is Professor of Re-

search Methods in Education at the Uni-versidad Complutense de Madrid. He has been President of the Spanish Pedagogy Society from September 2008 to Septem-

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ber 2016. He is specialized in the evalua-tion of educational systems and is the Di-rector of the Complutense research group «Measurement and Evaluation of Educa-tional Systems» and Chief Editor of the

Journal Revista de educación, published by the Ministerio de Educación, Cultura y Deportes (Spanish Government).

https://orcid.org/0000-0002-7398-9943

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Las revistas de investigación como humus de la ciencia, donde crece el saber

Research journals as the topsoil where scientific knowledge grows

Dr. José Antonio IBÁÑEZ-MARTÍN. Catedrático. Universidad Internacional de La Rioja (UNIR) ([email protected]).

Resumen:Son pocas en el mundo entero las revistas

de investigación pedagógica que han conse-guido mantenerse con éxito a lo largo de 75 años. Por eso, era razonable festejar este ani-

se han seguido para alcanzar este resultado. Primeramente, se propone la necesidad de lu-char contra la comodidad de quien se pliega ante lo socialmente dominante, para desper-tar la preocupación por mejorar la calidad ob-jetiva del quehacer educativo. Pero junto con ello, se señala la importancia de cultivar la imaginación para descubrir cómo responder a los retos del presente y la necesidad de vigilar la reputación de la revista, cuestión tan com-pleja y discutida como necesaria.

El artículo concluye ofreciendo los principales datos sobre el pasado y el presente de la revista, así como haciendo una propuesta de su desarro-llo en el futuro, para lo que subraya la importan-cia de fomentar la creatividad en la búsqueda de respuestas pedagógicas a los problemas princi-pales de la educación en nuestros días.

Descriptores: 75 aniversario de la revista española de pedagogía, calidad en la inves-

tigación educativa, imaginación, creatividad, dedicación a los problemas principales del quehacer educativo, datos sobre la revista española de pedagogía.

Abstract:Few pedagogical research journals around

the world have managed to continue being a success for 75 years. Therefore, it was reason-

on the paths followed to get to this point. Firstly, the need to combat the convenience of acquiescing to what is socially dominant and so awaken a desire to improve the objective quality of educational work are considered. In addition, the importance of encouraging the imagination in order to discover how to meet the challenges of the present moment and the need to protect the Journal’s reputation are noted, something as complex and keenly de-bated as it is necessary.

The piece concludes by providing the main data about the Journal’s past and pres-ent as well as making a proposal for how to develop it in the future, and to this end it

humus de la ciencia, donde crece el saber | Research journals as the topsoil wher dge grows. Revista Española de Pedagogía, 76

José Antonio IBÁÑEZ-MARTÍN

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underlines the importance of encouraging creativity in the search for pedagogical an-swers to the main problems facing education in our time.

Keywords: 75th anniversary of the revista es-pañola de pedagogía, quality in educational research, imagination, creativity, dedication to the principal problems of educational work, data about the revista española de pedagogía.

1. IntroducciónCuando apareció la noticia de los actos

que se iban a realizar con motivo del 75 aniversario de la creación de la revista española de pedagogía, hubo algunos periodistas que tomaron contacto conmi-go, como director de la revista, para co-mentar el acontecimiento. Uno de ellos

-ba como «genial resultado» y me preguntó sobre el secreto para conseguir que una revista consiga alcanzar esa duración tan extraordinaria. Sus palabras me hicieron

y otra sobre el éxito obtenido.

Efectivamente, el genio ha sido un asunto recurrente desde la llustración, especialmente en la cultura francesa e inglesa. Probablemente, el primero que mayor atención le dedica es el conde Bu-

Histoire Naturelle, quien al ingresar en la

Discurso Sobre el Estilo en el que cita al genio en once ocasiones, comenzando por distinguir entre la verdadera elocuencia «que supone el ejercicio del genio y la cul-

la facilidad natural de hablar, que es un talento que algunos poseen. Es decir, Bu-ffon quiere subrayar que las dotes natura-les son irrelevantes si no son cultivadas,

es una larga paciencia, cuestión que fue objeto de aprobación o rechazo por Flau-

Paul Claudel o Boris Vian. Todo esto me parece muy interesante en relación con la

genialuna larga paciencia.

convertir en el núcleo de este trabajo. En efecto, cuando se me preguntó acerca del secreto, yo recordé la aventura de una her-mana mía, cultivadora del arte culinario, que una vez preguntó al cocinero de un res-taurante en el que comió sobre la receta de un plato exquisito que le habían servido.

-

cuya fórmula no voy a regalar a terceros.

Por el contrario, yo creo que los edu-cadores debemos transmitir nuestros se-cretos, y, así, voy a dividir el artículo en dos partes. Comenzaré desarrollando los principales criterios que considero deben regir la actividad de las revistas de inves-tigación, especialmente en el mundo de la educación, para concluir con algunas observaciones sobre los retos principales con los que hoy nos enfrentamos quienes las dirigimos.


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2. Pistas para el éxito

felicidad puede aprenderse o «si sobrevie-ne por algún destino divino o incluso por

hermoso, a la vez que se equivoca quien no reconoce la importancia de la buena suerte para alcanzar la felicidad. Efecti-

-des que fomentan una vida feliz.

-bre aquellas cualidades que debe cultivar el

-hacer ejecutivo, para conseguir alcanzar el éxito al que aspira. Procedamos exponien-do lo que considero de mayor importancia.

2.1. Preocupación por cooperar en la mejora continua de la calidad objetiva del quehacer educativo.

Hay profesiones en que la preocupa-ción por realizar cada vez mejor el trabajo

la condena social al médico que pretende seguir métodos naturistas para curar el

-cer que no siempre ocurre eso en el mun-do de la educación, donde no son pocos los despreocupados.

-ran llegar a profesores, como los profeso-

a sus alumnos como fueron enseñados quienes acudieron a la escuela con ellos.

universitarias cercanas a su lugar de -

cieron. Incluso les gustaría enseñar los mismos contenidos que aprendieron en la

es un vicio americano, tiene interés recor-dar el testimonio que se lee en el libro con-junto que hizo Steiner con una profesora francesa de enseñanza secundaria, de un instituto que se encuentra en un barrio obrero, cuando cuenta las críticas que re-cibió de algunos colegas al promover el

rareza cultural y política, que ocultaba un instrumento de represión larvada, destina-do a inculcar elementos pequeñoburgueses

críticos, era reivindicar «la cultura de mis alumnos, la famosa cultura de barrio. Pero el caso es que cada vez que he planteado esta pregunta a uno de ellos, la única res-puesta que he obtenido ha sido el silencio»

-cil darse cuenta de que las consecuencias educativas de esa actitud son especialmen-te graves para los estudiantes que provie-nen de los grupos sociales menos favore-cidos. Si los profesores carecen de ilusión por su superación personal y si piensan, de hecho, que es imposible la superación en sus alumnos, como si, en último extre-mo, careciera de sentido pretender salir —siguiendo la imagen de Platón— de la cueva donde se encuentran, es obvio que se arranca la esperanza de una vida mejor en quienes han sido desfavorecidos por la fortuna, al nacer en hogares con escasos recurso económicos y culturales.


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Una revista de investigación educativa debe mover a los educadores a preocupar-selas corrientes ideológicas de moda sino a moverse por el deseo de buscar la verdad,

la educación tiene el reto de integrar teorías con investigaciones empíricas, sabiendo

sea pertinente. En su trabajo, Feuer expone que una investigación empírica debe carac-

--

den investigarse empíricamente, saber unir esa investigación con teorías relevantes, usar una metodología que permita acudir a la directa investigación de los problemas, proponer una cadena de razonamientos co-herentes y explícitos, proporcionar hallaz-gos que repliquen y generalicen los estudios ofrecidos y revelar los datos de la investiga-ción y los métodos seguidos, con lo que se permite y anima al escrutinio personal y a la crítica de la investigación realizada.

de la investigación empírica, y no tienen por qué exigirse a otro tipo de trabajos, pero expresan unos modos de actuación que de-ben estar presentes en los educadores y en sus investigaciones en todos los campos. Por ejemplo, es obvio que el profesor debe enseñar unos conocimientos. Pero es preci-

pues se espera de él que promueva una au-téntica educación de la inteligencia como camino para alcanzar una vida lograda. Ello exige saber animar a los profesores,

que se preocupen por estructurar y fundar en unidad todos los conocimientos. En efec-to, un artículo, no es un montón de ideas variadas, sino una aportación a la sabiduría

humana que se basa en la demostración, es decir, en la capacidad de mostrar el nexo de unión entre las premisas y las conclusiones, y en el esfuerzo por señalar el lugar que tienen esos conocimientos en la unidad del

-

es el de la vida lograda. De esta forma, una revista de educación debe saber abrir sus

-mación de Gusdorf de que «todo maestro, sea cual sea su especialidad, es antes que

que sea su conciencia profesional no deja de ser, quiéralo o no, el testigo y garantía, para aquellos que le escuchan, de la mejor exi-

-

enseña la verdad humana; el profesor de his-toria o de latín enseña historia o latín, pero también, aunque piense que la administra-ción no le paga por eso, enseña la verdad.

pero todo el mundo lo hace, e incluso ese mis-

Por último, señalaré que la preocu-pación por la calidad exige atender las evaluaciones de los refereescircunstancias que, en ocasiones, muevan a nombrar unos nuevos referees. Pero es preciso estar dispuesto a tener momentos amargos —incluso a llegar a perder amis-tades— antes que publicar algo que haya sido evaluado negativamente.

2.2. Cultivo de la imaginaciónEvidentemente, el apartado anterior

-mos mantener la vigencia de un produc-to, también hay que saberlo vender, sin


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ampararse en la vieja tesis de que el buen paño en el arca se vende.

Como es obvio, la sabiduría del vendedor debe estar relacionada con las característi-cas del producto que se desea vender. Pero también es verdad que hay algunos elemen-

vendedores y, me parece, que en nuestros días el que tiene mayor importancia es la imaginación. El mundo de la imagen, en el

a la imaginación, pues en la actualidad ve-mos que las empresas que triunfan sobresa-len en primer lugar por su imaginación, del mismo modo que cuando se observa la falta de imaginación en una empresa, intuitiva-

-dos, y no solemos equivocarnos.

auscultar la mentalidad del momento y a saber descubrir no aquellos asuntos que

problemas que las modas levantan o que pueden surgir por ese camino.

-troducir cambios en la presentación de nuestras revistas, a estar presentes en la web, a vender nuestros artículos mediante ella, a abrir secciones nuevas en la estruc-tura de la revista, a publicar que recojan artículos de un mismo tema y que facilite el conocimiento de los trabajos pu-blicados, a buscar alianzas con otras ins-tituciones, a estar presentes en las redes

-letín de novedades —que puedan incluir vídeos— sin limitarnos a actualizar nues-tra web cuando se publica un número nue-vo, a estudiar la aparición de preprints, a introducir el doi en cada artículo…

Como es natural, la imaginación pue-de movernos a evolucionar en nuestros modos de presentarnos, sin que los ejem-plos propuestos hayan de ser seguidos por todos e inmediatamente, y sin que sean

es tener en cuenta que la imaginación es un importante apoyo para la superviven-cia de una revista de investigación.

2.3. Vigilancia de la reputaciónHace unos años, las empresas cuidaban

su imagen y cuidaban la marca. Pero en el siglo XXI, ha salido al escenario de las empresas el concepto de reputación corpo-rativa. Según es sabido, el Diccionario de

-putación como «opinión o consideración en que se tiene a alguien o algo» y «prestigio o estima en que son tenidos alguien o algo». Hoy se exige alcanzar una buena reputa-ción, teniendo en cuenta lo que la empresa es, lo que hace y el modo como explica lo

muchas otras organizaciones, se produce el conocido efecto Mateo, señalado en primer

tiene buena reputación, la revista es citada y publicar en ella es un honor, que produce consecuencias positivas en la carrera aca-démica de los autores y en la multiplica-ción de los artículos de calidad que llegan a la redacción de la revista. Carecer de esa buena reputación, lleva a que lo que tiene le será quitadoentrar en crisis. Vayamos, por tanto, a ex-poner algunas consideraciones sobre cómo vigilar la reputación.

En primer lugar, se trata de mostrar que la empresa tiene entre sus señas de identidad el cultivo de los valores éticos y el respeto a unos códigos de comporta-


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miento que son cuidadosamente seguidos.

que siempre ha estado presente en la con-

hoy tiene una especial importancia por la globalización en la que nos movemos, que conduce a que una acción equivocada de un empleado de Starbucks en un sitio per-

general de la compañía, o a que las de-nuncias contra la venta de datos persona-les de Facebook haya conducido a la pér-dida de una inmensa cantidad de dinero en el valor de sus acciones. Es obvio que a las instituciones educativas les ocurre lo mismo, y el descubrimiento de personas a quienes se les ha dado trato de favor en la evaluación de sus trabajos lleva a la des-

del sistema universitario en general.

En el mundo de las revistas, el proble-

ética no depende solo de lo que el editor es, manifestado en sus comportamientos, sino también del cumplimiento de sus deberes in vigilando, por lo que los autores hacen. En efecto, a los autores les pedimos una declaración jurada de conducta éticamen-te responsable en la confección del texto del trabajo aportado, así como se solicita

-

en el texto enviado, el respeto de las nor-mas éticas en el modo de recabar la infor-mación y de su presentación exclusiva a

-riencia lleva a reconocer que hay algunos autores que presentan textos absurdos para demostrar el descuido de la revista, que otros mandan artículos ya publicados en revistas secundarias, que algunos en-vían a la vez el mismo artículo a varias re-vistas, en ocasiones de lengua distinta, que

reproducen textos sacados de internet sin cita alguna, que hay multitud de citas to-madas de otros artículos, llenas de errores,

directores de las revistas de investigación no tenemos formación detectivesca pero, a veces, hay que imitar las dotes investiga-doras de Hércules Poirot.

Por supuesto, no quiero decir que solo

olvidar el caso de Sir Cyril Burt cate-

una conocida revista, que, en torno a la -

sar su tesis de la importancia absoluta de la herencia genética sobre la inteligencia de las personas —por encima de cualquier

-dos sobre gemelos univitelinos crecidos en ambientes distintos, datos que se descu-brió tras su muerte que eran inventados, como algunos autores que apoyaban esa tesis con artículos, publicados en su revis-ta, y que igualmente, resultaron persona-jes inexistentes. Pero hay que reconocer que son casos muy aislados.

Para concluir con esta dimensión ética, es interesante señalar una cuestión que ha

al asunto de la reputación que estamos tra-tando. En efecto, en estos últimos meses he

-ticos que ofrecen la colaboración de personas

-puestos a abonar a la revista cierta suma de dinero, cuya cantidad varía según el tiempo que tarde en aparecer su trabajo. Ellos se encargarían de la evaluación «ciega» de los trabajos, mandando antes un resumen de


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un par de folios para que la revista decida si el tema se incluye entre sus objetivos edi-toriales. En ninguno de los dos casos he res-pondido a sus emails, pues es evidente que

propuesta, he llegado a la conclusión de que son países con unos ciertos medios económi-cos pero excluidos de las bases de datos in-

-te por la escasa calidad de sus aportaciones —por no hablar de su frecuente ideologiza-

los medios para hacerse presentes en la dis-

muy unida a la evaluación de lo que la em-presa hace. Este quehacer, en una revista de investigación, viene a ser evaluado es-pecialmente por el modo con que llevan a

-lados en los anteriores epígrafes, y cabría decir que, en la actualidad, se sintetizan expresando el impacto que la revista tie-ne, que debe ser objeto de una atención tan especial como la cotización en Bolsa que tienen las acciones de una compañía.

Conviene advertir que el novedoso concepto de impacto tiene dos modos de entenderse actualmente, que son muy in-teresantes y discutidos. Primeramente, se comienza a hablar de impacto de las revis-

diversas experiencias menores, creara en

y presentara un índice de las citas conse-guidas en los estudios sobre genética. Esta

, donde se acogen las revistas con-

-ber, estableciéndose una ordenación entre ellas, que depende, sustancialmente, del número de citas que reciben sus artículos, aparecidos sobre todo en otras revistas que se encuentran en la misma base de datos. Este modo de evaluar la reputación de una revista, por muy objetivo que parezca, ha sido objeto de numerosas críticas, que no es cuestión aquí de presentar y evaluar .

-tendida es el peso otorgado a las revistas de habla inglesa, que ha llevado a quienes en Francia cultivan las ciencias sociales a

-

discutibles que sean los criterios seguidos , inicial-

mente editado por Thomson,

que estén presididos por la arbitrariedad y, en cualquier caso, es una actitud hoy día suicida despreocuparse de ellos.

El concepto de impacto, en segundo término, ha tenido nuevas formas de ex-presión en Inglaterra, con planteamientos muy sugestivos, promoviendo nuevos mo-

El Higher Education Funding Council de Inglaterra, que dejó de estar operativo en

el efecto positivo para la economía, la so-ciedad, la cultura, la política pública o los

describe ampliamente como el efecto sobre

una actividad, actitud, conciencia, capa-cidad, oportunidad, realización, política,

una concreta audiencia como de un bene-


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cos sean locales, regionales, nacionales o internacionales. También se concreta que el impacto incluye la reducción o preven-ción de daños, riesgos, costes o cualesquie-ra otros efectos negativos. Todo este movi-

decisión del gobierno de promover una in-vestigación en la universidad que tuviera una real operatividad en la sociedad y así

--

-ponibilidades investigadoras de los pro-fesores de Universidad, han despertado numerosas discusiones. Tiene interés el

en un artículo donde explican cómo esa nueva política de apoyo a la investigación «implica que la investigación educativa puede alcanzar un impacto no solo tratan-do sobre la enseñanza, sino también dedi-

amplitud, incluyendo estructuras educa-

evaluación de estas políticas, pero, den-tro de las precauciones necesarias para que no se conviertan en un arma contra la ciencia, me parece que contienen un horizonte para el impacto

-ferencias recibidas por un artículo.

Concretamente, quiero subrayar un aspecto que me ha interesado mucho, y es la idea implícita de que una excesiva proporción de las revistas de pedagogía se ha dedicado a manejar estadísticas sobre los resultados de aprendizaje conseguidos por los alumnos —muchas veces dentro

de ambientes bastantes restringidos— y a jugar con estadísticas recogidas sobre opiniones manifestadas por profesores o alumnos, sin propuestas pedagógicas que traten de mejorar los resultados ob-

traten de explicar la realidad educativa y

unas circunstancias en que los investiga-

en estar cerca de los políticos, para evitar que continúen siendo sus oscuros cola-boradores quienes proponen, o terminan imponiendo, medidas sobre la educación

ideología que a la búsqueda del bien de los ciudadanos. Es llamativa la escasa oposi-ción de los académicos al empeño de los políticos por bajar el nivel para igualar a todo el mundo. Ha tenido que venir Blan-

--

troducido en el currículum escolar el grie-go y el latín, «que no son piedras muertas, sino elementos de vida en el lenguaje»

quienes ven el currículum como una tarta

que se distribuye según los intereses de grupo. Es igualmente llamativo compro-bar cómo la estructura fundamental del sistema de las enseñanzas anteriores a la Universidad se diseña según las peti-

profesorado de esos niveles, sin tener en cuenta las exigencias del desarrollo de la persona, ni los conocimientos y aptitudes que deben caracterizar a los profesores de los distintos niveles de edad, ni, con fre-


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cuencia, las libertades ciudadanas para escoger un tipo de educación. Por supues-to que todos estos asuntos son complejos, pero me gustaría que su complejidad fue-

-dida simplemente por los grupos de poder.

2.4. La obsesiva atención con los detallesComenzamos este trabajo hablando de

la relación entre la genialidad y la pacien-cia, por lo que me parece debemos concluir este apartado central de las pistas para el éxito, señalando la importancia esencial que tiene el cuidado de todos los detalles.

-den algunos autores del marketing, que la suma de los detalles crea la excelencia. Pero quien piense que la excelencia se en-

aún, hemos de subrayar que el editor de

esos detalles no solo como instrumento para mantener su reputación, sino como obligación con los autores que depositan en nuestras manos el esfuerzo de sus trabajos. Es obvio que nada se hace solo, y por ello el director debe agradecer el trabajo, frecuentemente desconocido, de quien se ocupa de la edición de la revista. Hace muchos años, un amigo mío que ha-bía estudiado en una Escuela de Cinema-tografía me señaló que tales estudios eran muy complejos, pues el director era el

con que la iluminación no fuera la acerta-da para que la película se hundiera. Esta observación debe mover a saber agradecer el trabajo de quienes dedican su habilidad y su tiempo a la tarea de la edición de la revista, de un trabajo que parece secunda-

rio y no lo es. En efecto, una revista debe cumplir con todas las exigencias formales del momento, debe publicarse puntual-mente, los datos que se ofrecen deben ser completos y acertados, no puede deslizar-se errata alguna —y menos en aquellas

de los autores—, debe tener una presen--

ponsabilidad de cuidar todas estas exigen-cias formales no recae sobre el director.

la excelencia de una revista si no supiera

cumplimiento de estas tareas.

caso, lo que es indudable es que los lecto-

no cuidan los detalles.

3. Retos para el futuro

3.1. Algunos datos del pasado y del presente

revista española de pedagogía --

de la investigación en España, como medio de expresión del Instituto San José de Ca-lasanz, dedicado a la investigación peda-

de Instituto, pero muy prontamente pasó a ser dirigida por D. Víctor García Hoz,

-rimental de la Universidad Complutense, tras ser nombrado director del Instituto, y que mantuvo ambos cargos hasta su jubi-


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En ese año, la Presidencia del CSIC decidió eliminar varios Institutos de in-vestigación por considerar que no reunían la masa crítica de investigadores que los

Instituto San José de Calasanz. Por otra parte, como la revista española de pe-dagogía tenía un alto número de suscrip-tores, entendió que procedía mantenerla,

había sido propuesto, en primer lugar, por -

tuto de García Hoz.

-vegación, objetivamente hablando, atípi-ca, ya que no estaba adscrita a Instituto alguno. Con el paso de los años se suce-

-mente la revista. En ese momento, hablé con diversos colegas y amigos y creamos una asociación privada, el Instituto Euro-

vez que iniciamos un acercamiento con el CSIC para proponer que nos cediera la ca-becera, de modo que no se interrumpiera un órgano de investigación pedagógica, muy aceptado por todos. De esta forma, el IEIE tuvo que hacer un muy considerable esfuerzo para allegar los recursos econó-micos que permitieran el sostenimiento

que se consiguió, a lo largo del período

política diferente y se estudiaron varias ofertas que llegaron, algunas, de editoria-les inglesas especializadas en la edición de revistas, y otra de la Universidad Interna-

era preferible mantener la condición espa-

ñola de la revista y, de este modo, la revis-

--

-nes periódicas españolas sobre educación,

-

el Social Sciences Citation Index y en el

después recibí de Scopus la misma invita-

ambos índices.

--

consultan la web electrónicamente, pues a nuestra web hay que sumar las de las diversas bases de datos que acogen los

-

a la que también fui invitado a pertene-cer, siendo allí los únicos españoles en el

-


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Todo este panorama considero que se

hace años seguíamos la política de admitir algunos artículos en lengua inglesa, ahora hemos decidido depositar en la web una versión en inglés de todos nuestros artícu-los y recensiones de libros, manteniendo la

de estar presentes en la red. Es preciso te-ner en cuenta que si hemos estado abier-tos, desde hace bastante años, a publicar en otros idiomas, también lo hemos estado a cualquier metodología y a cualquier pers-pectiva teórica razonablemente fundada,

publicaciones contenidas en el apartado

inglés, a partir de ese momento aumenta-

-

que quieran publicar aquí. De hecho, en el -

se quedan fuera, generalmente porque su calidad no es sobresaliente, pero también porque, aún siendo razonablemente valio-sos, son inferiores a otros, a los que deben dejar paso. Procuramos que no se aprue-

un año de espera desde su llegada, pues

un artículo puede esperar para su publica-ción, sin quedar obsoleto.

3.2. El fomento de la creatividad en la búsqueda de respuestas pedagógicas

Esta revista no tiene puesta su ilusión en que sean muchísimos los artículos que no lleguen a publicarse, sino que el reto

que hoy se pide para las mejores revistas -

zar ese objetivo, es preciso luchar en dos frentes principales.

El primero es fomentar la creatividad en proporcionar respuestas pedagógicas a los problemas educativos, teniendo muy en cuenta las aportaciones de las nuevas tecnologías. Por ejemplo, hay una em-presa uruguaya, The Electric Factory,

-tion in Connecting People», en una com-petición a la que acudían empresas tan

ha concedido al proyecto Read to Me que utiliza el internet de las cosas y la reali-dad aumentada, para recuperar la tradi-ción de leer a los niños cuentos a la hora de acostarse. El invento consiste en un proyector que primero recoge las palabras leídas desde cualquier libro para niños por el padre o la madre y luego las transforma

--

ria —el niño escucha al padre— y adorna-

transforman la lectura en una película. Es sabido que Julio Verne imaginó aparatos

-tamos personas con imaginación que sean capaces de aplicar su creatividad a mejo-rar los resultados educativos.

Por último, considero otro reto im-portante promover investigaciones sobre cuestiones especialmente relevantes en el mundo de la educación, que exigen una meditada respuesta pedagógica y que, sin embargo, suelen ser solucionadas de

Pondré unos pocos ejemplos, como son la


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determinación de los niveles educativos anteriores a la Universidad, las materias

-

la importancia pedagógica de las evalua-ciones internas y externas, así como el problema de los que abandonan tempra-namente los estudios, las consecuencias para la política educativa del descubri-miento de la importancia del liderazgo en los centros educativos y la necesaria profundización sobre las pedagogías espe-

-dicarse a algunas profesiones concretas, y de modo especial, a la profesión docente.

Todos estos temas tienen una gran importancia pedagógica y, sin embargo, suelen ser resueltos atendiendo a razones

-diar aquí todas ellas. Pero, para ofrecer algunas pistas sobre ellas, mencionaré varias cuestiones sobre los últimos dos temas. En efecto, la importancia del lide-

-gógica y unas concretas decisiones en po-lítica educativa . Desgraciadamente, este asunto, con frecuencia, es resuelto no bus-cando como directores de los centros pú-blicos a quienes pueden ser los líderes del profesorado, sino convirtiendo al director en el representante del Estado en el cen-tro, mientras que, en otros ambientes po-líticos, se deja la elección en manos de los profesores, con el peligro que ello supone de convertir los centros públicos no en un paradigma de la democracia sino en una propiedad privada de su profesores.

Por otra parte, la enseñanza de las pro-fesiones es un camino que inició Shulman en un trabajo muy interesante en el que señalaba que una buena pedagogía de una

profesión exigía mostrar las estructuras esenciales de la profesión, distinguiendo entre la estructura super , que serían los modos de enseñar, mostrar, y demos-trar, así como los modos de cuestionarse y de responder, propios de la profesión, de la estructura profunda, que sería el conjun-to de principios sobre los que se asienta la profesión y que se traducen en un concre-to modo de enseñar y en un en la dirección de los grupos de alumnos que facilita a los estudiantes aprender a pen-sar como miembros de esa profesión, así como la estructura implícita, que de algún modo corresponde a lo que suele llamarse currículum oculto

si de las profesiones en general pasamos a la profesión docente, que es una de las que la Unión Europea desea cuidar espe-cialmente, nos encontramos con que, muy frecuentemente también, se resuelve dise-

reproducir los deseos de los grupos de inte-rés dominantes, y que, en no pocas ocasio-nes, se imparte por los profesores a quie-nes los directores de departamento desean contentar o a los que desean alejar de su vista y de la enseñanza de los estudios de grado, con absoluto desprecio a los intere-ses y necesidades de los estudiantes, que pretenden adquirir una formación especí-

iniciativa social, expresando mi idea de

no podemos resignarnos a que este sea un

-diar seriamente estos problemas y ofrecié-semos soluciones en las revistas de pres-tigio, se terminaría teniendo una notoria


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4. ConclusiónHa habido tiempos en los que se pen-

saba que los artículos de la revista tenían

solía reservarse a los libros.

Es evidente que el horizonte del desa-rrollo de las ciencias ha cambiado, tam-bién unido tanto a la rapidez actual que se produce en el avance del saber como a la globalización, que exige que, a través de la web —mediante la suscripción a una base de datos, o gratuitamente— se pueda llegar inmediatamente a conocer las aportaciones de los investigadores del mundo entero.

en estos últimos tiempos ha surgido la de-nuncia general contra las noti-cias falsas que puedan difundirse con un coste mínimo, y que pueden causar daños importantes, es preciso luchar contra el surgimiento de revistas depredadoras que aparecen en la web buscando presentarse como difusoras de la ciencia, cuando no pasan de ser un negocio que se aprovecha de los deseos actuales de todo profesor de que su nombre aparezca como autor de un trabajo, aunque su contenido sea real-mente deleznable.

cuidar especialmente los criterios previa-mente señalados para distinguir la calidad de una publicación, que van desde la aten-ción a todos los requerimientos formales, al cultivo de la imaginación en las iniciativas de la revista, como pasos previos al esfuerzo

de calidad, contrastados por evaluadores independientes y que abran camino a que la publicación tenga la reputación debida.

Cierto es que la discusión sobre los criterios que deben seguirse para señalar

-

es este el momento de entrar en detalles

criterio para evaluar tal nivel es respon-der al reto de evitar que las revistas se dediquen a cuestiones de moda, que qui-

de ser globos de colores, así como deben evitar que aparezcan en la revista estu-dios llenos de estadísticas irrelevantes —promovidos por equivocados criterios muy usados para seleccionar proyectos de investigación— procurando, por el

el mundo de la educación se conviertan en el humus donde se acogen y publican aquellos trabajos seminales que llevan al crecimiento del saber pedagógico.

Notas1 Vid. sobre este tema el interesante artículo de Bur-

bules, que publicó después de haber sido editor del Educational Theory durante 20 años: Burbules, N. C. (2014). Philosophical Reflections on Editing. Educational Theory, 64 (4), 317-331.

2 El caso de Cyril Burt es bastante sorprendente. Mientras vivió tuvo una gran consideración, reci-biendo de la corona inglesa el título de Sir. Pero después de muerto, los enfrentamientos sobre su figura fueron numerosos, también porque sus estu-dios tendían a dar un valor secundario al ambiente en el que se desarrollaba la inteligencia, lo que re-chazaba la doctrina mayoritaria. Quizá la obra más interesante sobre Burt, en la que colaboran los prin-cipales psicólogos de la educación del momento, es Mackintosh, N. J. (1995). Cyril Burt: Fraud or Framed?

3 Son muy interesantes las observaciones que en este número hace acerca de tal cuestión Imanol Ordori-ka: Ordorika, I. (2018). Las trampas de las publica-ciones académicas | The academic publishing trap.


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Revista Española de Pedagogía, 76 (271), 463-480. doi: https://doi.org/10.22550/REP-3-2018-04.

4 Es muy recomendable la lectura sobre estos te-mas de los trabajos de Drago-Severson, E. (2007). Helping teachers learn. Teachers College Record, 109 (1), 70-125; y (2012), New Opportunities for Principal Leadership: Shaping School Climates for Enhanced Teacher Development. Teachers College Record, 114 (3), 1-44.

Referencias bibliográficasÉtica a Nicómaco -

tituto de Estudios Políticos.-

que hoy. El país

-

the lights that teachers live by. Oxford Review of Education, 13

Discours sur le style. Texte de -

on Editing. Educational Theory, 64

educational research. Oxford Review of Edu-cation, 43

Teachers College Record, 109

-tes for Enhanced Teacher Development. Tea-chers College Record, 114

The activities of teaching.

Para qué los profesores -

Educational Researcher, 31

Cyril Burt: Fraud or Framed?

-ce. Science, 159

-ciones académicas | The academic publishing trap. , 76

the professions. Daedalus, 134

Elogio de la transmisión.

Biografía del autorJosé Antonio Ibáñez-Martín se doc-

toró en Filosofía por la Universidad Com-

de Filosofía de la Educación hasta su nom-

-tor de la revista española de pedagogía.

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José Antonio IBÁÑEZ-MARTÍN, PhD. Professor. Universidad Internacional de La Rioja (UNIR) ([email protected]).

Abstract:Few pedagogical research journals around

the world have managed to continue being a success for 75 years. Therefore, it was reason-

the paths followed to get to this point. Firstly, the need to combat the convenience of acquiesc-ing to what is socially dominant and so awaken a desire to improve the objective quality of ed-ucational work are considered. In addition, the importance of encouraging the imagination in order to discover how to meet the challenges of the present moment and the need to protect the Journal’s reputation are noted, something as complex and keenly debated as it is necessary.

The piece concludes by providing the main data about the Journal’s past and present as well as making a proposal for how to develop it in the future, and to this end it underlines the importance of encouraging creativity in the search for pedagogical answers to the main problems facing education in our time.

Keywords: 75th anniversary of the revista española de pedagogía, quality in educa-

tional research, imagination, creativity, dedi-cation to the principal problems of education-al work, data about the revista española de pedagogía.

Resumen:Son pocas en el mundo entero las revistas

de investigación pedagógica que han conse-guido mantenerse con éxito a lo largo de 75 años. Por eso, era razonable festejar este ani-

se han seguido para alcanzar este resultado. Primeramente, se propone la necesidad de lu-char contra la comodidad de quien se pliega ante lo socialmente dominante, para desper-tar la preocupación por mejorar la calidad ob-jetiva del quehacer educativo. Pero junto con ello, se señala la importancia de cultivar la imaginación para descubrir cómo responder a los retos del presente y la necesidad de vigilar la reputación de la revista, cuestión tan com-pleja y discutida como necesaria.

El artículo concluye ofreciendo los princi-pales datos sobre el pasado y el presente de la


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revista así como haciendo una propuesta de su desarrollo en el futuro, para lo que subra-ya la importancia de fomentar la creatividad en la búsqueda de respuestas pedagógicas a los problemas principales de la educación en nuestros días.

Descriptores: 75 aniversario de la revista española de pedagogía, calidad en la inves-tigación educativa, imaginación, creatividad, dedicación a los problemas principales del quehacer educativo, datos sobre la revista española de pedagogía.

1. IntroductionWhen the events that to be held to

mark the 75th anniversary of the creation of the revista española de pedagogía were announced, several journalists con-tacted me as the journal’s director for comment on the occasion. One expressed his admiration for what he called the «ge-nius of this achievement» and asked me about the secret of ensuring a journal enjoys such extraordinary longevity. His

genius and the success obtained.

In fact, genius has been a recurring theme since the Enlightenment, espe-cially in French and British culture. The

to it was probably the Comte de Buffon (1707-1788), the author of the encyclo-paedic Histoire naturelle, who, when he joined the Académie Française in 1753, gave the Discourse on Style in which he cited geniusdistinguishing between true eloquence, «which involves the exercise of genius and the culture of the spirit» (Buffon, 1753, p. 1) and the natural facility of speaking, which is a talent some people possess. In other words, Buffon attempts to under-line the fact that natural gifts are of no value if they are not cultivated, and so it

is claimed he said that genius is a long process of patience, a position support-ed or rejected by Flaubert, Baudelaire, Oscar Wilde, J. S. Mill, and Thomas Edi-son and, more recently, Paul Claudel and Boris Vian. This all seems very interest-ing to me in relation to the observation the journalist made: the genius of the long life is closely linked to great patience.

-tend to turn into the core of this work. In fact, when I was asked about this secret, I remembered something that happened to one of my sisters, an do of the culinary arts, who once asked the chef of a restaurant for the recipe of an exquisite dish she had eaten there. The cook re-fused to give it to her: this dish, he said, is a speciality of the house and I will not give the recipe to outsiders.

In contrast with this position, I believe that as educators we should share our sec rets, and so I will divide the article into two parts. I will start by setting out the main criteria I believe should guide the activity of research journals, especially in the world of education, and I conclude with some observations about the main challenges faced by those of us who direct them.


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2. Routes to successAristotle observed that people ask

whether happiness can be learnt or «if it comes in virtue of some divine prov-idence or again by chance» (Aristotle, 1970, 1099b9-25), and he decides that it would be a great error to leave the great-est and most beautiful of things up to chance, and that anyone who does not recognise the role of good fortune in at-taining happiness is making an error. In effect, our luck is not in our hands, but exercising the virtues that encourage a happy life is.

the qualities the director of an academic journal must cultivate in his or her execu-tive duties to achieve the success to which the journal aspires. We will now move on to the ones I regard as most important.

2.1. An interest in cooperating on con-tinuously improving quality: the objec-tive of educational practice

There are some professions in which a concern with constantly doing the job better is the norm; for example, social condemnation is generally unanimous for a doctor who tries to use naturopathic treatments to cure cancer. However, we must recognise that this is not always the case in the world of education, where there is a good number of indifferent peo-ple. As Margret Buchmann said:

Many American students expect to become teachers like the teachers they have known (not uncommonly their own relatives) and to teach pupils like the ones they went to school with. They typ-ically attend colleges close to their places

of birth and prefer to teach in their home states. They may even expect to teach the same content they learned in school (Bu-chmann, 1987, p. 160).

Furthermore, so that people do not think this is an American foible, it is worth recalling the account from a book Steiner wrote jointly with a secondary- school teacher from France from a school in a working-class area. This account de-scribes the criticisms she received from some of her colleagues when promoting classical theatre among her students. For these colleagues, this activity «was no more than a cultural and political pe-culiarity, hiding an instrument of latent repression, intended to instil petit bour-geois elements of aesthetic appreciation in the most disadvantaged students» (Steiner & Ladjali, 2005, p. 36). According to her critics, what she should have done was reappraise «my students’ culture, the famous neighbourhood culture. But the truth is that every time I have raised this matter with one of them, the only response I have had has been silence» (Steiner & Ladjali, 2005, p. 37). It is not hard to see that the educational conse-quences of this attitude are especially serious for students from less privileged social groups. If teachers do not have any enthusiasm for personal improvement and indeed if they think improvement is impossible for their students, as though there is no sense in the end in trying to escape from the cave where they live, to use Plato’s image, then clearly the hope of a better life is taken away from people who have been disadvantaged by fortune

-nancial and cultural resources.


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An educational research journal must motivate educators to take an interest. Not to be concerned with being led by fashionable ideological currents, but in-stead to be motivated by a desire to seek the truth and follow the most relevant paths: Feuer notes that education has the challenge of integrating theories with empirical research, knowing how to use the pertinent methodology in each

In his work, Feuer states that empirical research must do the following: set out

-pirically researched; be able to combine this research with relevant theories; use a methodology that makes it possible to turn to direct research of the problems; propose a chain of coherent and explan-

that replicate and generalise the stud-ies offered and reveal the data of the re-search and the methods followed, thus permitting and encouraging personal scrutiny and criticism of the research performed.

Naturally, these features are speci-

reason to demand them of other types of work, but they do express ways of acting that must be present in educators and in

teachers obviously have to teach pieces of knowledge. But it is necessary to note that more is asked of the teacher, as she is expected to promote true education of intelligence as a path to achieving a successful life. This requires the abili-ty to encourage teachers, using Green’s ideas (Green, 1991), to be concerned with structuring and establishing all areas of

knowledge as a whole. Indeed, an article is not just a collection of different ideas, but rather it is a contribution to human knowledge based on demonstration —in other words, on the ability to show the point of connection between the premis-es and the conclusions— and on the effort to identify the place of this knowledge in the sum of human knowledge. However, educating intelligence opens up a broad-er perspective, that of a successful life. Accordingly, an education journal must be able to open its pages to those who re-

-er, whatever his specialism, is primarily a teacher of humanity: however poor his professional conscience, he does not stop being the witness and guarantor for those who listen to him of the highest standards whether he likes it or not» (Gusdorf, 1969, p. 54), since

a maths teacher teaches maths, but also, even though he does not teach it, he teaches human truth; a history or Latin teacher teaches history or Latin, but also, even if he thinks that the education au-thorities are not paying him for this, he teaches the truth. Nobody is responsible for spiritual training, but everyone does it, even that person who makes no effort (Gusdorf, 1969, p. 81).

Finally, it should be noted that an interest in quality requires addressing evaluations by referees1. There may sometimes be circumstances that make us want to appoint new referees, but it is important to be willing to experi-ence awkward moments —even losing friendships— rather than publishing something that has had a negative eval-uation.


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2.2. Cultivating the imaginationThe previous section is clearly pivotal,

to maintain the life of a product, it is also necessary to know how to sell it, without falling back on the old idea that good wine needs no bush.

Clearly, the seller’s knowledge must relate to the characteristics of the prod-uct on sale, but it is also true that some elements are present in all good sales- people and I believe that the most im-portant one is currently imagination. The world of the image we inhabit, has perhaps given more strength to the imagination, as we can currently see that successful businesses primarily stand out for their imagination, in the same way that when a lack of imagination is seen in a compa-ny, we intuitively sense that its days are numbered, and we are rarely wrong.

Imagination in the management of an academic journal should lead us to sound out the mindset of the moment and thus be able to reveal not only what is fashion-able, but also the questions underlying the trends or the problems that can be raised by the fashions raise or can arise in this way.

The imagination can lead us to make changes in how we present our journals, to have an online presence, to sell articles online, to add new sections to the journal’s structure, to publish e-books containing articles on a single topic and facilitating awareness of published works, to seek alliances with other institutions, to be present on the most important social net-works, to distribute newsletters —which could include videos— and not restricting

ourselves to updating our website when a new issue is published, to consider releas-ing preprints, including the doi with each article, etc.

As is natural, the imagination can inspire us to develop in how we present ourselves, without the suggested ex-amples immediately being followed by everyone and without them being the only possible ones. But it is necessary to underline the fact that the imagination is an important aid for the survival of a research journal.

2.3. Taking care of the reputationA few years ago, companies would

take care of their image and the brand, but in the 21st century, the concept of corporate reputation has appeared on the business scene. The Dictionary of the Real

«the opinion or regard in which someone or something is held» and «the prestige or esteem in which someone or something is held». Nowadays it is necessary to have a good reputation, taking into account what the business is, what it does, and how it explains what it is doing. In jour-nals, as in many other organisations, the well-known Matthew effect

a journal has a good reputation, it will be cited and publishing in it will be an hon-our with positive consequences for the ac-ademic career of the authors. This in turn increases the number of quality articles submitted to the journal’s editors. Not having this good reputation means that even what they have will be taken from them and the journal will face a crisis.


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Consequently, we provide some observa-tions on how to care for a journal’s repu-tation.

Firstly, it is a matter of showing that the business’s distinguishing features include cultivating ethical values and respect for codes of behaviour that are carefully followed. As shown below, this is something that has always been pres-ent in the structure of the professions, but it now has a special importance given contemporary globalisation, which means that a misstep by a Starbucks employee in a remote location can lead to general harm to the company’s reputation, or that complaints about Facebook selling per-

part of the value of its shares. It is clear that the same thing happens to educa-tional institutions, and discovering that some people have been given favourable treatment in the evaluation of their works leads to the discrediting of the university or, even, the university system in general.

In the world of journals, the problem is more complex, as the ethical reputa-tion not only depends on who the editor is, apparent in his behaviour, but also on compliance with his supervisory duties, and on what authors do. In fact, we ask authors for a sworn statement of ethical-ly responsible behaviour when prepar-ing the submitted text, and we also ask

-

in the submitted text, respect for ethical rules in the information collection, and that the text has only been presented to this journal. Nonetheless, extensive ex-perience has shown us that there are au-thors who present absurd texts to expose

a journal’s carelessness, that others send articles that have already been published in secondary journals, that some send the same article to several journals at once, sometimes in different languages, that they reproduce texts taken from the internet without any type of citation, that there are multiple quotes full of errors taken from other articles, that people who have not worked on the article are listed as authors, etc. The directors of research journals have no training as detectives, but we sometimes have to imitate the in-vestigative powers of Hercule Poirot.

Of course, I do not wish to suggest that only authors could lack ethics. We should not forget the case of Sir Cyril Burt2, who held a chair in Psychology of Education at the University of London and was director of a well-known journal around the time of the Second World War. He attempted to base his thesis of the absolute importance of genetic inheritance for people’s intelli-

on data collected from identical twins raised in different environments. After his death, these data were found to be in-vented, and some authors who supported this thesis with articles published in his journal also turned out not to be real peo-ple. However, it should be recognised that these cases are very rare.

To conclude this ethical element, it is worth noting a question, which has recent-ly arisen and which is closely linked to the matter of reputation being discussed here. In recent months, I have received two let-ters from Eurasian bodies that offer the collaboration of distinguished people from their countries and are willing to pay the journal a certain amount of money, which


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varies depending on how long their work takes to come out. They will take care of

sending a summary of a couple of sheets so the journal can decide whether the top-ic falls within its editorial aims. I did not answer the emails in either case, as it is clear that this would lead me into a dif-

intentions of their proposals, I have come to the conclusion that these are countries with reasonable economic resources but which are not included in the most im-portant international databases, general-ly owing to the low quality of their contri-butions —not to mention the frequently ideological nature of them— and which are willing to use any methods to be pres-ent in international academic debate.

Secondly, a company’s reputation is closely linked to the appraisal of what it does. This endeavour, in a research jour-nal, is mainly evaluated by how the crite-ria mentioned in the previous sections are put into practice, and they are currently summarised by expressing the journal’s impact, which should be the object of as close attention as the share price of a pub-licly listed company.

It is also worth noting that the novel concept of impact can currently be un-derstood in two very interesting and hot-ly debated ways. The impact of journals

lesser experiments, created the Institute

an index of the citations of studies of ge-netics. This initiative gradually expanded over the years with the creation of Web of Science, Web of Knowledge, and Journal

Citation Reports, where the journals re-garded as internationally most import-

knowledge, establishing a ranking among them that largely depends on how many citations their articles receive, especially citations in other journals in the same database. This method of evaluating a journal’s reputation, however objective it may seem, has been the object of nu-merous criticisms that it is not appropri-ate to present and evaluate here3. I will limit myself to noting that the most com-mon criticism is the weight given to jour-nals in English, which has led academics from the social sciences in France to set

in French. Nonetheless, however much we might debate the criteria followed by Journal Citation Reports, initially pub-lished by Thomson, later by Thomson Reuters, and ultimately by Clarivate Analytics, it would be wrong to say they are arbitrary and, in any case, to ignore them nowadays would be career suicide.

The concept of impact, secondly, has been expressed in new ways in the United Kingdom, with very challenging approach-es, to implement new university funding models. The Higher Education Funding Council for England, which ceased oper-

a positive effect on the economy, society, culture, public policy, or services beyond the exclusively academic. Accordingly, impact was broadly described as the ef-

an activity, attitude, awareness, capaci-ty, opportunity, implementation, policy, practice, process, or comprehension, both

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ry, community, institution, organisation, or individuals, the geographic limits of which could be local, regional, national, or international. It also establishes that impact includes the reduction or preven-tion of harm, risk, cost or any other nega-tive effects. This process started in 2008, expressing the decision of the govern-ment of the time to promote a model of re-search in the university sector that had a real effect on society and so the Research Assessment Exercise (RAE) took place

-cellence Framework (REF). As was to be expected, these new policies, which had

university academics have inspired nu-merous arguments. Especially interest-ing is the recent analysis by Cain and Al-lan in an article where they explain how this new policy of supporting research «implies that educational research might achieve impact not only on teaching but on educational arrangements more broad-ly, including educational structures, sys-tems, and theories» (Cain & Allan, 2018, p. 722). There is no room here to evaluatethese policies but, with the necessary pre-cautions to stop them becoming a weapon against scholarship, it seems to me that they contain a more open and meaningful possibility for impact than one limited to how often an article is referenced.

an aspect that has interested me great-ly; the implicit idea that an excessive proportion of pedagogy journals dedicate themselves to handling statistics about students’ learning outcomes —often in fairly restricted environments— and to playing with statistics gathered about

opinions put forward by lecturers and students, without pedagogical proposals to try to improve the results obtained. Maybe the moment has come for us to go back to thinking more about theories that try to explain educational reality and how to improve it. We may be in circumstan-ces where education researchers have to make a greater effort to be close to poli-ticians, to ensure their shadowy collabo-rators do not propose or impose measures affecting education that are much about defending an ideology than seeking what is best for the public. The limited opposi-tion by academics to politicians’ efforts to reduce standards so everyone is the same is striking. It took Blanquer, Macron’s ed-

that «this is against the interests of the lower classes» (Blanquer, 2018), and it was he who reintroduced Greek and Latin to the school curriculum, «as these are not dead rocks but living elements of lan-guage» (Blanquer, 2018), overriding those who see the curriculum as a politically correct cake to be distributed according to a group’s interests. It is equally strik-ing to see how the underlying structure of the pre-university education system is designed in accordance with the de-mands of the largest groups of teachers at this level without taking into account the requirements of personal develop-ment, the knowledge and aptitudes that should characterise teachers at different age levels, or, frequently, the civil liberty to choose a type of education. Of course, these are all complex matters, but I would like this complexity to be more widely rationally debated and not just decided by the groups in power.


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2.4. Obsessive attention to detailWe started this work by discussing the

relationship between genius and patience, and so I feel that this central section on the routes to success should conclude by noting the vital importance of close at-tention to detail. It may not be correct to claim, as some marketing authors do, that the sum of the details creates excellence, but anyone who thinks that excellence is only judged based on the academic qual-ity of articles is very much mistaken. In addition, we must underline the fact that a journal has a commitment to pay attention to detail not just as a way of maintaining its reputation but also as a duty to the authors who put their works in our hands. It is clear that nothing is achieved alone, and so the director would like to thank the often unrecognised work of the people responsible for publishing the journal. Many years ago, a friend

making school told me that these cours-es were very complex as the director is

the lighting not being right was enough to ruin it. This observation inspires us to give thanks for the work of people who dedicate their skills and time to the task of publishing the journal, a job that appears to be secondary but is not. Indeed, a jour-nal must comply with all of the formal re-quirements of the moment, it must be pub-lished on time, the data it contains must be comprehensive and accurate, no errors of any type can slip in, especially in the pages that are not sent for review by the authors, it must have an appealing form and presentation, etc. Obviously, it is not the director’s responsibility to take care of all of these formal requirements. But the

director will seriously compromise the ex-cellence of a journal if he is unwilling to dedicate a great many hours to supervis-

There are people who say God is in the detail, and they may well be right. In any case, there is no doubt that readers tend to reject journals that do not take care of details.

3. Future challenges

3.1. Some information about the past and the present

The revista española de peda-gogía (REP) was founded in 1943 under the Consejo Superior de Investigaciones

Council - CSIC), Spain’s highest public research body, as a medium of expression for the Instituto San José de Calasanz, dedicated to pedagogical research. The journal was initially directed by a philos-

-tute, but it was soon taken over by Víctor García Hoz, an eminent professor of ex-perimental pedagogy at the Universidad Complutense after he was appointed as director of the Institute, and he kept both roles until he retiring in 1981.

During that year, the managing com-mittee of the CSIC decided to eliminate various research institutions as it decid-ed they did not have the critical mass of researchers to make them viable; these included the San José de Calasanz Insti-tute. However, as the revista española de pedagogía had a large number of subscribers, it was decided to maintain it, and I was appointed as director, as I had


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initially been suggested by the Institute’s advisory board to replace García Hoz.

Consequently, the journal started a second era. Objectively speaking this was unusual as it was not attached to an in-stitute. With the passage of time, vari-ous changes occurred and the managing committee eventually decided to close the journal. At that point, I spoke to various colleagues and friends and we created a private association, the Instituto Europeo de Iniciativas Educativas (European In-stitute of Educational Initiatives - IEIE), while at the same time starting to make approaches to the CSIC to suggest they give the title to us, so that a widely re-spected pedagogical research publication would not be lost. Consequently, the IEIE had to make a great effort to raise the nec-essary material resources to enable the continued existence of the journal. This was not easy, but it was done over the pe-riod between 1995 and 2014. From 2014, we decided it would be better to pursue a different policy and we studied several offers we had received, some from Brit-ish publishers specialising in publishing journals and one from the Universidad Internacional de La Rioja (UNIR). We thought it was better to maintain the Spanish character of the journal and so the journal has been linked to the UNIR since 2014.

This is not the place for a history of the REP. I will simply say that the most important moment for me was when the IN-RECS index, which then grouped 130 Spanish periodicals on education, identi-

consecutive years (2005, 2006, and 2007),

something which perhaps explains why I

Products and Services in 2006 offering to index the REP, from 2005, in the Social Sciences Citation Index and in Journal Citation Reports, and that shortly after-wards I received the same invitation from Scopus, and so the REP became one of the few journals in Spanish to be in both in-dexes.

Naturally, this has an impact in nu-

is impossible to know how many people consult it online, as, in addition to our website, there are the different databases that contain copies of the REP. As for the details of the people consulting the REP in JSTOR, a US-based database we were also invited to join, as the only Spanish

people from 94 different countries visited the REP there in 2017 and they down-loaded 9839 articles. In turn, our journal was visited that year by 64,276 people. Furthermore, as of April 2018, the REP had 1959 followers on Facebook, 627 on LinkedIn, and 355 on Twitter.

I believe this outlook will grow in future, as, while we have had a policy of accepting articles in English for several years and are present online, we have now decided to make English-language versions of all of our articles and book re-views available online, keeping the print-ed version in Spanish only. It is important to bear in mind that while we have been open to publishing in other languages for several years, we have also been open to any methodology and any theoretical per-spective with a reasonable basis, and so I believe that from this moment the num-


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ber of people reading the REP and the number of researchers who wish to pub-lish in it will increase considerably, since 95% of the journals in the Education and Educational Research section of Journal Citation Reports are written in English. In fact, in 2017 122 submissions were made, 25 of which were published. Many of them are consequently rejected, gener-ally because their quality is not outstand-ing, but also because, even if they are of reasonable value, they are not as good as others and so must give way to them. We try not to approve more articles than we can publish in a waiting period of one year from receipt, as we feel this is the longest an article can wait for publication without becoming outdated.

3.2. Encouraging creativity in the search for pedagogic solutions

This journal has no desire to receive large numbers of submissions that are not published, but instead the challenge is to ensure the REP has the impact that is now demanded from the best academic research journals. To achieve this aim, it

providing pedagogical responses to educa-tional problems, taking fully into account the contributions of new technologies. For example, a Uruguayan company —The Electric Factory— has just won in Austin (USA) the 2018 prize in the «Innovation in Connecting People» category of a com-petition entered by companies as import-ant as Microsoft. The prize was awarded to the Read to Me project, which uses the internet of things and augmented real-

ity to recover the tradition of reading children bedtime stories. This invention

the words read from any children’s book by the parents and then turns them into images, taken from the cloud, making reading a practice that is not solitary —the child is listening to its parent— and is embellished with the appeal of images

well known that Jules Verne imagined things that would be invented years later: we need people with imagination who can apply their creativity to improving educa-tional results.

Finally, I believe another important challenge is to promote research into questions that are especially relevant in

-ered pedagogical response, and are none-

manner. I will give a few examples, such as setting pre-university educational lev-els and the subjects that should comprise the core curriculum of basic civics edu-cation, the pedagogical importance of in-ternal and external evaluations, and the problem of students who abandon their studies prematurely, the impacts on ed-ucational policy of the discovery of the importance of leadership in educational centres, and the need to go into greater

in particular teaching.

These topics are all of great pedagogi-cal importance but are, nonetheless, often settled on the basis of ideological argu-

not possible to study them all here, but, to give some clues about them, I will men-


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tion some questions about the last two themes. In effect, the importance of lead-ership requires an in-depth pedagogical

-tional policy4. Unfortunately, this matter is frequently solved not by seeking people who could be teachers’ leaders to manage public schools, but by turning the direc-tor into the state’s representative in the centre, while in other political spheres, the choice is left in the hands of the teach-ers, with the risk this entails of turning public schools into the private property of the teachers rather than paradigms of democracy.

On the other hand, the question of teaching professions is a path Shulman started to follow in a very interesting work where he noted that good pedagogy for professional training entails showing the essential structures of the profession, distinguishing between the super structure —the ways of teaching, show-ing, and demonstrating— and the ways of questioning oneself and responding that are typical of the profession, and the deep structure, which is the set of princi-ples on which the profession is based, and

and know how in the management of the groups of students that enables them to learn to think as members of that pro-fession, as well as the implicit structure, which corresponds with what is often called the hidden curriculum (Shulman, 2005). This path is rarely taken. Fur-thermore, if from professions in general we move on to the teaching profession, which is one of the ones the European Union particularly wishes to safeguard,

by designing a master’s with a curriculum

that tends to reproduce the desires of dom-inant interest groups, and which is often delivered by the teachers the department heads want to keep happy or want out of their sight and away from the teaching of bachelor’s programmes, with complete disregard for the interests and needs of

training to be education professionals.

Maybe I am too demanding with social initiative, expressing my idea that as aca-

so dependent on political power. I believe that if we make an effort to study these problems seriously and offer solutions in prestigious journals, we could eventually

-thing we currently lack.

4. ConclusionThere have been times when it was

thought that the role of journal articles was more about popularisation than ac-ademic research, something which was usually reserved for books.

It is clear that the prospect for devel-opment in the sciences has changed, re-lating to both the current speed of prog-ress of knowledge and to globalisation, which demands that one can immediate-ly discover contributions by researchers from all over the world on the internet especially by subscribing to a database, or for free in the web of the journals.

However, on similar lines to the recent emergence of widespread criticism of fake news —untrue stories that can be spread with a minimal cost, and that can cause


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against the appearance of predatory jour-nals, which appear online and attempt to present themselves as sources for dis-

they are actually no more than a business that take advantage of the current desire of many academics for their names to ap-pear as the authors of works, even if their content is of very poor quality.

Consequently, academic journals must pay special attention to the previously

quality of a publication, ranging from at-tention to all of the formal requirements to cultivating imagination in the journal’s initiatives, as preliminary steps to the ef-

always presented, having been checked by independent referees, and paving the way for the journal to have the reputation it merits.

It is true that the discussion about the criteria that should be followed when publicly stating the academic standing of a journal are the subject of debate. This is not the place to go into details about this debate. To conclude this piece, I would like to note that the main criterion for evaluating this standing is by respond-ing to the challenge of ensuring journals do not devote themselves to fashionable questions, which might garner many cita-tions, but which are no more than colour-ful distractions. They must also prevent studies full of irrelevant statistics from appearing in the journal, encouraged by misguided criteria often used to select research projects. Instead, they should attempt to ensure that academic journals in the world of education become the top-

soil where the seminal works that lead to the growth of pedagogical knowledge are

Notes1 On this subject, see the interesting article by Bur-

bules, which he published after twenty years as the editor of Educational Theory: Burbules, N. C. (2014) Philosophical Reflections on Editing. Educational Theory, 64 (4), 317-331.

2 The case of Cyril Burt is quite surprising. During his lifetime he was held in high regard and was knighted by the British crown. However, after his death, there were numerous arguments about his life, including because his studies tended to give a secondary importance to environment in which intelligence developed, something rejected by the dominant doctrine. Probably the most interesting work on Burt, on which the leading educational psychologists of the time collaborated, is: Mackin-tosh, N. J. (1995). Cyril Burt: Fraud or Framed?

3 The observations Ordorika makes about this ques-tion in this issue are very interesting: Ordorika, I. (2018). Las trampas de las publicaciones académi-cas | The academic publishing trap. Revista Española de Pedagogía, 76 (271), 463-480. doi: https://doi.org/10.22550/REP-3-2018-04.

4 The reading of these topics in the work of Dra-go-Severson, E. (2007) is highly recommended: Helping teachers learn. Teachers College Record, 109 (1), 70-125; and (2012) New Opportunities for Principal Leadership: Shaping School Climates for Enhanced Teacher Development. Teachers College Record, 114 (3), 1-44.

ReferencesAristóteles (1970). Ética a Nicómaco. Madrid: Ins-

tituto de Estudios Políticos.Blanquer, J. M. (2018). El profesor, en el mun-

do del mañana, será aún más importante que hoy. El país, 13 de abril. Retrieved from https://elpais.com/internacional/2018/04/13/

(Consul-ted on 24-07-2018).


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Buchmann, M. C. (1987). Teaching Knowledge: the lights that teachers live by. Oxford Review of Education, 13 (2), 151-164. doi: https://doi.org/10.1080/0305498870130203

Buffon, M. (1753). Discours sur le style. Texte de l’édition de l’abbé J. Pierre Librairie Ch. Pous-sielgue, Paris, 1896.

on Editing. Educational Theory, 64 (4), 317-331. doi: https://doi.org/10.1111/edth.12069

Cain, T., & Allan, D. (2017). The invisible impact of educational research. Oxford Review of Education, 43 (6), 718-732. doi: https://doi.org/10.1080/03054985.2017.1316252

Drago-Severson, E. (2007). Helping teachers learn. Teachers College Record, 109 (1), 70-125.

Drago-Severson, E. (2012). New Opportunities for Principal Leadership: Shaping School Clima-tes for Enhanced Teacher Development. Tea-chers College Record, 114 (3), 1-44.

Green, T. H. (1981). The activities of teaching. USA: McGraw-Hill.

Gusdorf, G. (1969). Para qué los profesores. Ma-drid: EDICUSA.

Feuer, M. S., Towne, L., & Shavelson, R. J. (2008).

Educational Researcher, 31 (8). doi: https://doi.org/10.3102/0013189X031008004

Mackintosh, N. J. (Ed.) (1995). Cyril Burt: Fraud or Framed? Oxford: Oxford University Press.

Merton, R. K. (1968). The Matthew Effect in Scien-ce. Science, 159 (3810), 56-63. doi: https://doi.org/10.1126/science.159.3810.56

Ordorika, I. (2018). Las trampas de las publica-ciones académicas | The academic publishing trap. Revista Española de Pedagogía, 76 (271), 463-480. doi: https://doi.org/10.22550/REP-3-2018-04.

Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134 (3), 52-59. doi: https://doi.org/10.1162/0011526054622015

Steiner, G., & Ladjali, C. Elogio de la transmisión. Madrid: Siruela.

Author’s biographyJosé Antonio Ibáñez-Martín was

awarded a PhD in Philosophy by the Uni-versidad Complutense of Madrid, where he was Professor of Philosophy of Educa-tion until becoming Emeritus Professor. He is currently the Vice-Rector for Doctor-al Studies at the Universidad Internacio-nal de La Rioja (UNIR) and the Director of the revista española de pedagogía. He has received many prizes. The King of Spain awarded him the Grand Cross of Alfonso X the Wise.

https://orcid.org/0000-0002-1171-7117

306

Capítulo 3

EL FUTURO DE LAS REVISTAS CIENTÍFICAS EN LA SOCIEDAD TECNOLÓGICA

THE FUTURE OF SCIENTIFIC JOURNALS IN A TECHNOLOGICAL SOCIETY

José Antonio Ibhiez-Martín"

El 7 de mayo de 2016 un conductor que tenía puesto el piloto automático de su coche, mientras él veía una película, falleció al empotrarse contra el remolque de un camión que giraba a la izquierda. La empresa que ha empezado a poner en circulación los coches con esa tecnología ha declarado que es la primera víctima morral, tras realizar 209 millones de kilómetros, mientras que la conducción humana ofrece una media de 96 millones de kilómetros por cada muerte. De hecho, son varias las compañías importantes que están trabajando en esos coches, con la decisión de ponerlos en el mercado de forma masiv:l n�ra el año 2020. Naturalmente, es facil prever los cambios que van a traer consigo -comenzando por la desaparición de miles de puestos de trabajo de conductores de autobús, trenes o camiones- estos descubrimientos, expresión de las consecuencias que se deducen del desarrollo de la sociedad del conocimiento.

Ante este horizonte, podemos hacernos dos importantes preguntas, una sobre el lugar de las revistas científicas en la sociedad del conocimiento y otra sobre la influencia que esta sociedad, con sus avances tecnológicos, ejercerá sobre la estructura de dichas revistas.

En relación con la primera cuestión, me parece que las grandes revistas científicas van a tener próximamente una influencia cada vez mayor. En efecto, el siglo XX despejó la duda sobre si realmente las revistas tienen importancia, cuando, por principio, no po-

Oirecror de la Revista fapmiola de T'edagoKín de la Univmidad Internacional de La Rioja (UNIR).

E-mail: [email protected]

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94 José Antonio !bdiíez-MartÍl1

drían presentar hallazgos largamente fundamentados y desarrollados, que solo cabrían en los libros. Han sido tantas las aportaciones científicas de primer orden que han visto su luz en el siglo XX. presentadas en una revista científica, que hoy nadie duda del relevante lugar que ocupan en la construcción de la ciencia.

Es cieno que, como en cualquier ámbito humano, la calidad de las revistas no es uniforme. Por ello, quienes tienen responsabilidades en la dirección de una revista me parece que están especialmente llamados a responder a dos grandes interrogantes, que son intentar descubrir las peculiaridades que definen a las grandes revistas, para conocer el objetivo hacia el que hay que orientarse. así como diseñar el modo propio de responder a los concretos problemas, no pequeños, que las nuevas circunstancias sociales han planteado a las revistas científicas.

Comenzando por el primer interrogante, me parece que el sello de una gran revista se distingue por tres características. La primera es servir de punto de referencia sobre lo que significa una investigación de calidad, en un mundo anegado por multitud de ofertas de contenidos, que se presentan como científicos, cuando no pasan de ser opiniones escritas al dictado de los prejuicios, de los gustos personales o de lo políticamente correcto. Una buena revista ha de ser el faro que ilumina a los que buscan la verdad, el testimonio del quehacer minucioso y cuidadoso en la argumentación, así como en la presentación formal de los textos. La segunda es que las grandes revistas han de ser las defensoras de la honestidad científica. Son muchos los que hoy copian a otros y presentan textos ajenos como propios: es preciso luchar contra el fraude, castigando a quien pretende embaucar, procurando poner todos los medios para que los lectores no sean engañados. La tercera, pienso que consiste en la preocupación por ensanchar el horizonte científico, tanto en temas como en personas. Publicar en una gran revista -que debe actuar siempre siguiendo el criterio evaluador de la "doble ceguera"- no puede depender de si se tratan los temas que gustan a quienes reparten el dinero público para promover su ideología ni de si están escritos por un autor cons11gmdo. La buena revista es la que conMgm a los autores a los que publica, aunque sean poco conocidos, porque escriben con profundidad sobre temas novedosos, así como la que acepta densos trabajos de autores relevantes, aunque no traten de los temas que son premiados por cienos sectores de la opinión pública, por causas diversas.

El segundo interrogante que es preciso plantearse hoy día es cómo responder a la incidencia de los avances tecnológicos de la época sobre la estructura de las revistas. Esta pregunta tiene, especialmente, tres ámbitos que no pueden dejar de considerarse.

El primer ámbito se refiere a la lengua que haya de usarse en los textos que se ofrecen al lector. Las alternativas básicas que se discuten son tres: a) en un mundo interconectado las revistas deben publicar en la lengua materna del autor de cada artículo; b) en un mundo globalizado las revistas deben usar el idioma más extendido en el universo

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de la ciencia, siendo hoy el inglés la lengua franca en la que trabajan los científicos y en la que canta la juventud; e) en un mundo respetuoso con las identidades culturales diversas, no dispuesto a someterse a imperialismo cultural alguno, cada revista deberá usar el idioma del país donde se publica. Cada una de estas alternativas, como vemos, tiene sus razones y sus defensores. Es evidente que, de modo especial en cienos temas propios de las ciencias humanas y sociales, expresarse en lenguas diferentes a la materna hace muy difícil presentar todos los marices de lo que se desea decir. Por otra parre, si deseamos encontrar nuestra revista en las bases de daros más reconocidas en el mundo, inmediatamente constatamos, por ejemplo, que en la sección de investigación educativa del }ournal Citt1tion Reports se encuentran 230 revistas del mundo entero, de las que el 95 % está en inglés: pretender formar parte de la discusión científica internacional publicando solo en una lengua en la que se publica el 2 % de las revistas significativas, se convierte en una misión imposible. Por último, es evidente que no roda lengua tiene la misma fuerza en la promoción de los valores culturales. Muchas lenguas han tenido un uso familiar, sin pretensiones de presentarse como la lengua vehicular de aportaciones culturales relevantes. Pero es evidente que no es el inglés la única lengua que ha realizado, históricamente, esas aportaciones, sino que, al menos en esa situación, se encuentran también el alemán, el espaf10I o el francés, por citar algunos casos de todos conocidos. El reto de la lengua, por tanto, es de compleja solución. No creo que haya "rhe one besr way" (¡usando el inglés!) y que hay soluciones que pueden combinar algunas de las alternativas seflaladas. Pretender mantener una solución única para las revistas de calidad me parecería un dogmatismo contrario a la evaluación de las plurales circunstancias en las que se encuentran las distintas revistas.

El segundo ámbito se refiere a la influencia que la digitalización ("le numerique'', como dirían los franceses) haya de tener en la configuración de las revistas. Aquí las alternativas también son tres. La primera es mantener que las revistas deben seguir publicándose en un texto impreso. Desde que se publicó la Biblia de Gurenberg, hace 550 años, e 1 texto escriro ha facilitado la reflexión sobre las cuestiones de mayor importancia, mientras que no faltan quienes afirman que las pantallas del ordenador o los mensajes de las redes sociales están moviendo a la superficialidad y a la no comprensión de argumentos que necesitan de un espacio largo para poder ser realmente entendidos. La segunda alternativa seflala que el volumen de información de nuestros días hace imposible seguir manteniendo colecciones de revistas, que ocupan un espacio del que ya se carece, por lo que sería necesario acabar con roda versión en papel y ofrecer los textos en el mundo digital, que, por otra parte, es el más usado actualmente, sobre todo por la juventud. La tercera consiste en realizar el doble juego editorial: por una parte, se ofrecería el texto impreso, pero, a la vez, aparecería ese mismo texto, con la misma paginación, en la red. Me parece indudable que, a la hora de tomar decisiones en este ámbito, los directores

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de las revistas habrían de tener en cuenta muchas circunstancias, algunas de las cuales se encuentran en el tercer ámbito que presentamos a continuación.

En efecto, el último ámbito de discusión se encuentra en la temática de la gratuidad de los textos que publican las revistas. Como es sabido, cuando los textos están impresos, se suele considerar natural cobrar por ellos y los periódicos gratuitos llevan una vida mortecina, carente de todo interés. Ahora bien, la suma de int ernet a la mística de la gratuidad de lo público ha llevado a un amplio movimiento que entiende que todo lo que aparece en ese canal público que es internet está llamado a poder ser usado gratuitamente, sin reparar en el uso de cualquier medio para conseguirlo. Como es sabido, España es uno de los países donde con mayor frecuencia se pisotean los derechos de autor y se consiguen gratis películas, canciones, periódicos, etc. Todo este movimiento, aplicado a las revistas científicas, ha conducido a la defensa, sin excepciones, del Open Access: la ciencia debe estar abierta a todos los ciudadanos y, por consiguiente, las revistas científicas no solo han de estar en internet, sino que sus artículos deben poder leerse e imprimirse por sus lectores, libres de costos. Más aun, cuando esos artículos se han escrito con el apoyo de un programa público de investigación, se considera que cobrar por su lectura significa que el lector paga dos veces: a través de sus impuestos que han hecho posibles tales ayudas a la investigación y por la lectura del artículo.

No es este un asunto sencillo porque puede ser objeto de muchos matices y perspectivas, lo que explica que, de hecho, haya unas revistas que se ofrecen sin costo, así como otras siempre cobran y unas terceras tienen un tiempo de embargo -entre uno y tres años, normalmente- pasado el cual se ofrecen en abierto.

A la hora de tomar decisiones, me parece que hay algunas ideas que no pueden olvidarse. Es preciso señalar, antes de cualquier otra consideración, que no se entiende bien que se vea natural cobrar por lo impreso y no cobrar por lo que aparece en i nternet. Evidentemente, un lt:Xlü c11 mternet no paga a una imprenta, no paga sellos ni tiene costos de distribución. Pero sí tiene costos de alquiler de un espacio en la red y de un nombre en la web, de creación de una página web y de mantenimiento y actualización de la web, sin dejar a un lado los costos técnicos para evitar que la web sea atacada. Además hay otros muchos costos, de carácter distinto, en la confección de una revista, como es mantener una estructura directiva que organice los números, reparta los originales recibidos entre los evaluadores, abone a los evaluadores y a los autores, mantenga una correspondencia con los autores -lo que es especialmente importante cuando se trata de pedir correcciones-, adecúe los textos a las normas formales de la revista, corrija las pruebas y, finalmente, coloque en la web los textos aprobados y corregidos, así como promueva su visibilidad a través de diversos medios. Evidentemente todos estos costos alguien los tiene que pagar: "there is no free lunch", decía Friedman. Los puede pagar el Estado, cuando hay un presupuesto para ello. Sin embargo, la experiencia manifiesta

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que es un gran error limitar las publicaciones cienríficas a las pagadas por el Estado y, de hecho, son pocas las revistas impresas gratuitas, aunque se editen con fondos públicos. Pero también se puede defender que esos costos los pague el autor del artículo: el presidenre de la European Educacional Research Association (EERA), que engloba a más de cincuenta sociedades europeas de investigación educativa, mandó en junio un e-mail a sus miembros diciendo que una importanre editorial le ofrecía hacer una publicación de acceso abierto donde cada autor habría de pagar 700 € por artículo, si bien esa canridad se reduciría a la mitad si la EERA se comprometía a colaborar económicamenre en sacar adelante el proyecto.

Como puede observarse, las circunstancias de la sociedad actual nos permiten concluir diciendo que las revistas cienríficas tienen ante sí un futuro importanre, que puede malograrse si no se buscan las peculiaridades específicas de las grandes revistas o si no se consigue navegar sapiencialmenre, anre las circunstancias de cada caso, para encontrar las soluciones más apropiadas a los problemas que planrean las nuevas tecnologías y el imaginario colectivo que suscitan.

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Forma parte de la tradición hablar, en la primera clase de una asignatura, acerca desu importancia y del mucho tiempo que a ella debe dedicarse. Los alumnos suelen reci-bir esas ideas de un modo diverso. Si el profesor ha puesto fuego en su exposición,unos piensan que no es preciso hacer caso a esas ideas, pues le ven como parte inte-resada, mientras que otros se alegran pensando que, al menos, el profesor cree en laimportancia de lo que enseña.

Esta observación me obliga advertir al lector que, yo, efectivamente, soy parte inte-resada. Llevo el último tercio de siglo dirigiendo la Revista Española de Pedagogía, de laque estoy muy orgulloso pues ha sido la primera revista de investigación pedagógica,escrita principalmente en español, que ha sido llamada para formar parte del selectogrupo de revistas del mundo entero que se encuentran en la sección de investigacióneducativa de la base de datos más cualificada, que es el Journal Citation Reports. Quizá eseorgullo se pueda pensar que limitará la objetividad de este breve escrito, pero confíoen que, al menos, mis palabras muevan al lector a pensar que verdaderamente creo enla importancia de lo que a continuación defiendo.

Quizá me equivoque en la forma de abordar algún asunto pero mi experiencia eneste tema me lleva a afirmar que es oportuno desarrollar, con la brevedad requerida,tres preguntas esenciales. Concretamente, me parece que es preciso reflexionar sobrela importancia de las revistas en el desarrollo de la ciencia, así como preguntarse quécabe esperar del trabajo de la dirección de una revista y qué cabe pedir a los que deseanpublicar en ella.

1. LA IMPORTANCIA DE LAS REVISTAS EN EL DESARROLLO DE LA CIENCIA

A veces hay quienes desprecian las revistas y afirman que solo contienen temassecundarios pues el verdadero avance del saber científico reposa en los libros.

EL RETO DE PUBLICAR UNA REVISTA DE INVESTIGACIÓN:UNA REFLEXIÓN PERSONAL

José Antonio Ibáñez-MartínRevista Española de Pedagogía

Recibido: 01/02/2015/Aceptado: 02/03/2015

El Guiniguada • Revista de investigaciones y experiencias en Ciencias de la EducaciónNº 23 (2014) pp. 15-18

eISSN: 2386-3374

José Antonio Ibáñez-MartínEl reto de publicar una revista de investigación: una reflexión personal

16El Guiniguada, 23 (2014) • pp. 15-18 • eISSN: 2386-3374

Sería poco razonable descalificar ahora la importancia de los libros, pero se luchacontra la evidencia cuando se descalifica el papel de la revista. Hace pocos años, larevista Annalen der Physik1 dedicaba un número especial a los artículos que Einsteinhabía publicado. Comenzó a publicar en el 1901, cuando era un joven desconocidode 22 años que no se movía en el mundo universitario, y hasta 1922 publicó 49 tra-bajos, entre los que me limitaré a señalar el artículo del 19052 en el que propone sufamosa teoría de la relatividad especial. En esta misma línea, podemos situar, unosaños antes, el seminal trabajo de Henri Poincaré, titulado “Analysis Situs”3, querepresenta la primera mirada sistemática de la topología.

La lista sería interminable. Por ello, me limitaré a recordar un artículo publicado enuna revista canaria del año 2000, que hace una exposición de los avances de las mate-máticas a lo largo del siglo XX, donde pueden verse las teorías que en las revistashan visto la luz4. Y ante esos hechos no cabe decir que hoy internet ha convertidoen inútiles a las revistas. En efecto, esa argumentación llevaría también a arrumbara los libros y a olvidar que las grandes revistas, como las editoriales de prestigio, tie-nen la misma función que los grandes directores de cine: ante la infinita informa-ción que nos llega a través de internet el filtro de la gran revista es el que nos llevaa acudir a lo que tiene un sello de calidad, ese sello que sabemos imprime un aireespecial a las películas de John Ford.

2. ¿QUÉ CABE ESPERAR DEL TRABAJO DE LA DIRECCIÓN DE UNA REVISTA

CIENTÍFICA?

Me parece que es justo señalar la dureza del trabajo de dirección de una revista.Generalmente se gana muy poco dinero (en el caso, más bien minoritario, de que segane alguno), se le tiene que dedicar mucho tiempo y se cosechan no pocos disgustoscuando hay que rechazar originales, a veces de amigos o incluso de miembros del con-sejo editorial (los agradecimientos se dan también, pero tienden a ser menores, pues losautores solemos pensar que nuestro trabajo es extraordinario).

Esas escasas compensaciones –aunque no debamos olvidar la alegría ante la obrabien hecha y el apoyo a la excelencia, que a veces se descubre en personas descono-cidas– exigen responder adecuadamente a los objetivos básicos de dicha tarea, que unoes formal y otro es material. Formalmente hablando, la dirección debe procurar que

1 Annalen der Physik, 2005, 14, 1-3.2 Einstein, A. (1905). Zur Elektrodynamik bewegter Körper, Annalen der Physik, 17, 891.3 Poincaré, H. (1895). “Analysis Situs”, Journal de l’École Polytechnique, 2,1, 1-123.4 AA.VV. (2000). “Las matemáticas del siglo XX: una mirada en 101 artículos”, Números, 43-44.



el diseño de la revista sea bello, así como está obligada a que la revista proporcione, demodo siempre igual, todos los datos bibliográficos exigidos por las normas internacio-nales y a que los números aparezcan sin erratas en las fechas previstas. Materialmente,se trata de conseguir que los artículos publicados sean de verdadera calidad, adecua-dos al objeto de la revista y capaces de suscitar el interés. En esta meta, es muy impor-tante la colaboración de los evaluadores, que deben actuar siguiendo el principio de ladoble ceguera (no saben a quién corrigen ni los corregidos conocen quién les evalúa).

3. ¿QUÉ CABE PEDIR A QUIENES DESEAN PUBLICAR EN UNA REVISTA CIENTÍ-FICA?

Evidentemente la exigencia básica a los autores es la honestidad. Quienes creen quetodo el mundo es bueno, en la dirección de una revista se llevarían muchos disgustos.Hoy, la facilidad de cortar y pegar lo que se lee en internet, nos obliga a tener progra-mas que señalan la paternidad real de las afirmaciones de los textos recibidos. Pero,junto a ello, hay no pocas otras cuestiones. Quizá las más graves son la falsedad en losdatos o la descalificación por motivos ideológicos de las teorías científicas. Entre loscasos más conocidos se encuentra el de Sir Cyril Burt, Catedrático de Psicología dela Educación de la Universidad de Londres y director de una conocida revista, que,en torno a la Segunda Guerra Mundial, pretendió basar su tesis de la importanciaabsoluta de la herencia genética sobre la inteligencia de las personas –por encima decualquier influencia del ambiente– en datos recogidos sobre gemelos univitelinoscrecidos en ambientes distintos, datos que se descubrió tras su muerte que eraninventados. Por otra parte, tenemos el caso de Lysenko, quien bajo la dictadura deStalin, impuso en la URSS una falsa genética, por considerar que ésta debía basarseen el materialismo dialéctico y no como la genética de Mendel, que no sólo no eraateo sino que era un fraile agustino5. Junto a ella, hay otras deshonestidades a con-siderar, cabría decir de menor cuantía, pero no irrelevantes. Por citar dos casos queme han ocurrido: a) una vez aprobado un artículo para su publicación, el autor memandó la versión definitiva, en la que ya no era él solo el autor sino que aparecíaotra persona; quizá era un acto tardío de justicia, pero me parece que, más bien, eraun trato de injusticia: yo te pongo a ti, donde no has trabajado, y tú me colocas,donde yo no he trabajado. b) en una ocasión, como experto de la ANECA, me llegóun currículum de una persona que deseaba acreditarse como Titular. Me alegré alver que tenía un artículo publicado hacía dos años en la Revista Española de Pedagogía,

5 Sobre este tema es muy interesante el trabajo de Shulz, P.C. y Katime, I., “Los fraudes científicos”,Revista Iberoamericana de Polímeros, 2003, 4:2, abril, 1-90.

pero mi decepción fue grande cuando observé que había publicado otro en una revis-ta inglesa, medio año más tarde, que tenía un título semejante: acudí a la revista y erala exacta traducción del artículo ya publicado.

Ahora bien, naturalmente, esos horrores se dan pocas veces. Lo que normalmen-te hay que exigir es que los autores deseen promover el aumento de la ciencia y no elengorde de su currículum, pretendiendo publicar cosas superficiales, carentes de inte-rés científico. Nada hay menos interesante, por mucho manejo estadístico que se dé alos datos recogidos, que analizar una encuesta de opinión que has hecho a tus alum-nos; desgraciadamente no son pocos los que pretenden publicar cosas semejantes.

Termino con una felicitación y una propuesta. Primero, felicito a la directora deesta revista por la iniciativa que comienza a desarrollar. Por otra parte, me permitohacer una propuesta. Todo orador tiene su público, como toda revista. Todo oradormira la actitud de su público y la tiene en cuenta en el desarrollo de su discurso. Losdirectores de revistas agradeceríamos a nuestro público que nos mandaran e-mailscontando su reacción ante la revista y ante los artículos leídos.

[email protected]



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Nuevos horizontes para la revista española de pedagogía

Acaba de celebrarse en Barcelona la Feria de comunicaciones móviles, a la que han acudido más de cien mil personas. Los periódicos han publicado diversas reseñas de la Feria, en las que no hay unanimidad al señalar cuales han sido las tendencias más relevantes que se han presentado allí. Pero en lo que todos coin-ciden es que nos encontramos ante un fe-nómeno industrial en continua ebullición, donde quien no es capaz de proponer in-novaciones, termina ahogado por la com-petencia.

Evidentemente, sería algo excesivo pretender comparar el mundo de las co-municaciones móviles con el mundo de

creyera que la continua actualización es propia de las comunicaciones, mientras

está instalada en la previsibilidad de las órbitas de las estrellas, se encontrará en una posición completamente equivocada. Hoy estamos en un mundo globalizado en el que es preciso responder todos los días

a los retos del presente ya que, de lo con-trario, los mejores resultados terminarían agostándose.

Es evidente que la revista española de pedagogía forma parte del grupo de mayor calidad de las revistas españolas de investigación pedagógica. Fue la pri-mera revista española en ser incluida en la selectiva base Journal Citation Re-ports, donde actualmente solo hay me-dia docena de revistas españolas. Es una de las tres revistas pedagógicas españo-

otorga MIAR (9,977). Fue también de las primeras en entrar en SCOPUS, donde hoy hay 24 revistas españolas. Es una

-cación de A en CIRC y de las 17 incluidas en ERIH, etc.

Todos estos méritos, que no se han conseguido sin esfuerzo, exigen una con-tinua vigilancia para mantener el nivel alcanzado, nivel que lleva a que reciba-mos muchos más artículos de los que po-demos publicar, y desde los países más distintos.

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De acuerdo con todo ello, hemos decidi-do introducir, escalonadamente, diversos cambios en la revista. En primer lugar, hemos iniciado una mejora de la web, que se culminará a lo largo de este año. Por otra parte, se ha bajado el tiempo de em-bargo de los artículos, reduciéndolo a un año. Y el próximo año se introducirán dos importantes novedades. En primer térmi-no se abrirá la posibilidad de suscribirse para una completa versión on line de la revista. En segundo lugar, la revista se imprimirá solo en español y en la red ha-brá una versión en inglés de todos los ar-tículos publicados, a la que también cabrá suscribirse. Esta versión inglesa permiti-rá que los artículos de la revista españo-la de pedagogía puedan ser leídos —y

-ro, teniendo en cuenta que, por ejemplo, las revistas de investigación educativa que se encuentran en el Journal Citation Reports están escritas en inglés más del 94%. Obviamente la versión inglesa debe estar en un correcto inglés académico, traducida, consiguientemente, por exper-tos de habla inglesa, por lo que se llegará a acuerdos con los autores para instru-mentar los procedimientos que permitan alcanzar este objetivo.

En otros momentos, he señalado que me parecía un error convertir a la lengua inglesa en el único medio de comunicación

considero que cubre el objetivo de ampliar

dentro de un mundo globalizado, junto con el de defender la condición culta de la lengua española.


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Nueva andadura de la revista espa-ñola de pedagogía en el marco de la investigación pedagógica

Comenzaba Dante la Divina Comedia con la famosa frase Nel mezzo del cammin di nostra vita, palabras que han sido inter-pretadas muy diversamente a lo largo de los tiempos. En efecto, se puede mantener una interpretación estrictamente literal y explicar que para Dante «la mitad del viaje de nuestra vida» se produce a los 35 años, como se deduce de otros textos suyos. Pero también hay otras interpretaciones, como la que considera que ese momento de la mi-tad del viaje es el momento de la crisis exis-tencial que con frecuencia aparece cuando nos vemos inundados por la sensación de que nuestro crecimiento se ha terminado

-to con la situación presente, junto con el apasionado deseo de comenzar una nueva ruta. Por último, se da otra interpretación, que deseo proponer, según la cual la mitad de la vida es el momento en el que la sa-tisfacción por las realizaciones alcanzadas nos mueven a instalarnos en ellas, a evitar cualquier cambio, olvidando que quien no avanza, retrocede, como decía el clásico.

Según he señalado en alguna informa-ción anterior, la situación de la revista española de pedagogía es hoy de un claro liderazgo en el ámbito de las revis-tas pedagógicas, especialmente entre las escritas principalmente en español. Pero sería un error encerrarnos en la tibia cala de la autocomplacencia. Estamos en un mundo en cambio, necesitado tanto de

-mente adquiridas, como de acudir a nue-vos frentes; lo que exige disponer cada vez de más recursos, en una sociedad conti-nuamente más exigente. En este horizon-te, se explica que varias de las principales

hayan recabado un apoyo a instituciones que les facilitasen mantener siempre una actitud de vanguardia.

Dentro de este movimiento, la revista española de pedagogía recibió varias propuestas de editoriales y universidades variadas, y decidimos aceptar la invita-ción a que la Universidad Internacional de La Rioja se convirtiera en su entidad editora, manteniendo la actual estructu-ra de los consejos de la revista. Con ello

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mundo universitario.

Iniciamos, así, otra andadura de la revista española de pedagogía, con la ilusión de habernos puesto en condiciones para responder adecuadamente a los retos que plantea la sociedad actual a una revis-

este número hemos introducido algunos

las características de los originales que se desean publicar, estableciendo también nuevos procesos en el sistema de evalua-ción de los artículos, que se exponen más adelante, sin perjuicio de otras novedades que se darán a conocer paulatinamente.

Todos hemos sentido emoción al ver partir una nave e intuir en ese viaje la poesía del comienzo de una aventura. Esa es la emoción con la que presentamos a nuestros lectores este número de la revis-ta española de pedagogía.


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relaciones con los alumnos, le interesaba conocer sus intereses, dificultades y potencialidades.

Quizá su forma de vivir sus últimos años, tras su jubilación, sean una buena muestra de cómo era porque, tanto en los años en que fue profesor emérito como luego, siguió trabajando y haciendo las mismas cosas que habían sido siempre su pasión. Continuó leyendo, escribiendo, pensando en temas nuevos, en asuntos pendientes, siguió yendo a su querido Museo, participando en proyectos de investigación -de hecho era investigador activo en dos-, en tribunales, asistiendo a los congresos con sus aportaciones, sin esperar ningún lugar preferente, corrigiendo escritos, yendo a los archivos, buscando documentos... es decir, hasta donde la salud le permitía, siguió con lo que era su vida, de forma seria y rigurosa, con el apoyo constante de su mujer, siempre pendiente de él sin ser vista.

Fue un trabajador incansable hasta el último día, y ésta no es una expresión metafórica. Asistió ilusionado al Coloquio que celebró la Sociedad Española de Historia de la educación en Cádiz en julio del pasado año, esperaba impaciente la aparición de su último libro sobre

Narganes que vio la luz en septiembre y hablamos a primeros de octubre de trabajos compartidos que teníamos pendientes. Se estaba recuperando y nada hacía esperar este desenlace que nos sorprendió brutalmente a todos. Se nos ha ido Julio Ruiz Berrio, un hombre íntegro, generoso, que siempre nos dio ejemplo de rectitud, de honradez científica y humana, que trabajó incansablemente para dignificar la historia de la educación, para que dejara de ser un instrumento ideológico y se convirtiera en una ciencia.

Como seres humanos, en primer lugar, y además como historiadores, tenemos conciencia de que es nuestra responsabilidad hacer que sigan existiendo aquellos que ya no están con nosotros, pero que creemos que deben sobrevivir porque son valiosos, porque con su vida y con sus enseñanzas ayudan a otros a vivir: Esto es, en síntesis, la educación. Por tanto, con palabras de Luis Cernuda, nuestra tarea es "recuérdalo tú y recuérdalo a otros".

Que sepamos guardar su memoria, hacer su historia y no traicionar su pensamiento.

Carmen Sanchidrián Blanco 1

De nobis ipsis loquor: la revista española de pedagogía y la preocupación por la excelencia

A fines de agosto de 2006, recibí una carta desde Thomson Scientific Products and Services comunicándome sus deseos de que, comenzando con el nº 230 del 2005,

la revista española de pedagogía, fuera indexada en el Social Sciences Citation Index (SSCI) y en el Journal Citation Reports (JCR), dentro del epígrafe de


Education and Educational Research, que en aquellos momentos incluía del orden de cien revistas del mundo entero.

Naturalmente acepté su propuesta, ya que con ella la revista española de pedagogía pasaba a ser la primera revista escrita principalmente en español que se incluía en el citado epígrafe de este selectivo índice, en el que sólo había otras dos publicaciones periódicas no escritas en inglés, sino en alemán. Más aun, no puede olvidarse que, en esos momentos, dentro del conjunto de las ciencias sociales españolas, solo dos revistas habían sido incluidas hasta ese año: European Journal of Psychiatry y Psicothema, en los epígrafes de Psychiatry y Psychology, Multidisciplinary, respectivamente. Era un éxito extraordinario.

Cabría pensar que esa propuesta de Thompson era razonable, pues la revista española de pedagogía, según el índice IN-RECS que agrupaba entonces unas 130 publicaciones periódicas españolas, en su epígrafe sobre educación, había sido la revista más citada en el año 2005. Más aún, el acierto de Thomson volvió a manifestarse cuando, en el 2006 y en el 2007, la revista española de pedagogía volvía a ser la revista más citada en INRECS, estableciendo un record de tres años seguidos a la cabeza, que no ha alcanzado ninguna otra revista de educación hasta el momento. Pero no todo lo razonable termina realizándose, por lo que mi alegría era considerable.

Han pasado ya unos cuantos años. A lo largo de este tiempo, he publicado aquí tres notas, en los años 2010, 2012 y 2013, ani-

mando a las revistas de ciencias sociales españolas, y de modo especial a las del mundo educativo, a ponerse en condiciones para ser incluidas en los índices de Thompson. La evolución ha sido lenta, si bien, en estos momentos, el horizonte es muy diferente del que había en el 2006. En primer lugar, fue preciso llegar al 2009 para que la revista española de pedagogía dejara de ser la única revista incluida en el epígrafe de Education and Educational Research, gracias al ingreso allí de Teoría de la Educación. Revista Interuniversitaria. Ahora bien, en nuestros días las cosas han mejorado notablemente, pues según los últimos datos, publicados en junio de 2013 y correspondientes al 2012, las revistas allí recogidas son ocho: Comunicar, Cultura y Educación, Educación XXl, Enseñanza de las Ciencias, ESE-Estudios Sobre Educación, Porta Linguarum, Revista de Educación y revista española de pedagogía.

Igualmente, en el conjunto de las ciencias sociales, se ha pasado de ocho revistas en el 2008 a las 56 de estos momentos, multiplicándose su número por siete en tan sólo cuatro años.

Por otra parte, en el epígrafe citado del Journal Citation Reports-Social Sciences Edition, el horizonte igualmente se ha modificado de modo sustancial, pues ya no se trata de las 105 revistas que liabía en el 2007, sino de 219, habiéndose abierto la base de datos a muy diversos países, como solicitábamos en una de las notas publicadas.

En segundo término, deseo comunicar a los lectores de nuestra revista, que he

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llegado a un acuerdo con JSTOR, biblioteca digital creada en 1995 para ayudar a las bibliotecas académicas y a los editores de revistas, cuya característica principal es que no sólo facilita la difusión actual de las revistas, sino que ofrece la posibilidad de digitalizar todos sus números desde que fueron fundadas. De hecho, allí se encuentran publicaciones que datan del siglo XVII. Por ello, dentro de unos meses, quienes tengan acceso a JSTOR - que hoy está presente en 167 países, con 8070 instituciones suscriptoras, de las cuales 67 4 son iberoamericanas- podrán consultar los números de la revista española de pedagogía desde el año 1943 hasta hace tres años, que es el límite de reserva que se ha marcado. Hay que tener en cuenta que JSTOR contiene 1941 revistas, de las cuales, dentro del ámbito de la educación, sólo ha admitido a 156 revistas, algunas tan conocidas como la American Journal of Education o las revistas de la American Educational Research Association, siendo la revista española de pedagogía la primera que se incluye escrita esencialmente en español y habiendo, hasta hoy, solo tres revistas -dos francesas y una alemana- en un idioma distinto al inglés.

Titulo esta nota tomando como inspiración negativa unas palabras de Bacon, que se hicieron famosas al ser usadas por Kant al inicio de la Crítica de la Razón Pura (De nobis ipsis silemus: sobre nosotros mismos, callemos), porque en este caso me parece procedente no guardar silencio, sino hablar (loquor) , compartir con los lectores de nuestra revista mi satisfacción al ver los frutos conseguidos tras muchos años preocupados por la excelencia. Hoy ya no somos la única revista de educación incluida en el SSCI -algo muy positivo para la difusión de la ciencia pedagógica española y para el trabajo de la redacción de nuestra revista, que actualmente recibe cinco veces el número de artículos que podemos publicar- pero pienso que seguimos teniendo dentro de nuestras áreas culturales una posición de especial relevancia entre las revistas de investigación pedagógica, también por el lugar que ocupamos entre las publicaciones de habla española incluidas en el citado epígrafe Education and Educational Research del JCR, como se muestra en el siguiente cuadro, extraído de los últimos datos publicados:

Número de Título d e la revista Factor de orden impacto

173 Revista Española de Pedagogía 0.353

175 Comunicar 0 .350

182 Revista de Educación 0.309

188 Porta Linguarum 0.280

192 Enseñanza de las Ciencias 0.238

195 Cultura y Educación 0 .224

207 ESE-Estudios sobre Educación 0.133

219 Educación XXl 0.023


Evidentemente queda todavía mucho por hacer. Concretamente, tenemos por delante un reto muy difícil, que es el de aumentar el factor de impacto de todas las revistas citadas. Según he comentado en otra nota anterior , el inglés tiende a presentarse como la única lengua vehicular de la ciencia, lo que es algo improcedente e injusto. Pero no deja de ser cierto que si de las 219

revistas que hoy están en ese epígrafe, más de 200 están escritas en inglés, quienes deseamos defender nuestra lengua materna tenemos un problema. Acudo a la imaginación de los lectores, a los que pido me ayuden para encontrar procedimientos que nos permitan superar este obstáculo.

José Antonio lbáñez-Martín 1

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Antonio Machado, hace ya un siglo,dedicó unos versos a Unamuno en los que,entre otras cosas, decía,

“Y el alma desalmada de su raza,que bajo el golpe de su férrea maza

aun duerme, puede que despierte un día”.

Evidentemente, yo no soy ese “férreovasco” que era Don Miguel, pero creo quetodos podemos colaborar en el despertarde nuestra raza, en no pocas ocasionesdormida. Estas palabras, en las circuns-tancias actuales, podrían parecer una lla-mada para superar la crisis económica enla que nos encontramos. Pero, por el con-texto en el que se encuentran, el avisadolector se da cuenta de que lo que preten-den es promover en los directores españo-les de revistas de ciencias sociales, eldeseo de conseguir que su publicación res-ponda al movimiento de la globalización yalcance las características pertinentespara poder figurar en la discusión cientí-fica internacional a través de su presen-

cia en las grandes bases de datos delmomento.

Para concretar lo que está ocurriendoen la actualidad, cabe acudir a la últimainformación publicada el pasado 27 deseptiembre de 2012 sobre las revistas queterminarán figurando en el JournalCitation Reports, en su edición de cienciassociales, referidas a 2011. En estosmomentos, hay 2966 revistas incluidas enlas diversas secciones de esta base dedatos –la más cualificada del mundo– delas que 55 son españolas. Y digo en estosmomentos porque una de sus característi-cas es que nos encontramos ante un ins-trumento vivo, en el que no solo se hanincluido 106 revistas en el año, sino quetambién se han suprimido 50.

La lectura del título de estas 55 revis-tas españolas de ciencias sociales es inte-resante porque muestra el despertar de laconciencia de la importancia de la globali-zación en el ámbito histórico y en el jurí-

Las revistas científicas y el esfuerzo por la globalización

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dico. Son todavía muy pocas, las revistasahora incluidas, pero ya aparecen por vezprimera la Revista de Historia Económicay la Revista de Historia Industrial, asícomo la Revista de Derecho Comunitario yla Revista Española de Derecho Cons-titucional.Si acudimos a nuestro ámbito más

propio, dejando a un lado otros ámbitoscercanos, como el de la psicología, vere-mos que en la sección Education andEducational Research se han selecciona-do 206 revistas desde 177 del año ante-rior, de las que siete son españolas.Concretamente, y siguiendo el orden alfa-bético, son: Comunicar, Cultura y Edu-cación, Educación XXI, Estudios sobre

Educación, Porta Linguarum y revistaespañola de pedagogía, habiéndoseproducido algún cambio de sección enalguna revista.Vaya nuestra enhorabuena a Edu-

cación XXI y a Estudios sobre Educación,que ingresan en esta base de datos.Sirvan también estas líneas como unmodesto requerimiento, no un golpe deférrea maza, para que las mejores revis-tas de las ciencias sociales españolashagan los esfuerzos necesarios para con-seguir encontrarse en aquellos lugaresque facilitan que la ciencia españolaalcance la visibilidad de que corresponde.

José Antonio Ibáñez-Martín ■

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El camino hacia bases de datos científicas interculturales

El título de este comentario puedeparecer contradictorio, pues se suele con-siderar que es característico de lo científi-co el descubrimiento de una realidad queno se limita a expresar las dimensionesidiosincrásicas de las cosas unidas a las

circunstancias en las que se desarrollan,como la cultura en la que se mueven.

Pero también es cierto que los cientí-ficos, recordando unas palabras que gus-taban usar los existencialistas franceses

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a mediados del siglo pasado, no investi-gan desde Sirio, sino que están inmersosen una cultura, de forma que su lengua,el lugar en el mundo en el que trabajan,el conjunto de sus circunstancias, etc.,tiene sobre ellos y sobre la propagación yaceptación de sus ideas, una considerableimportancia. Dicho sea de otro modo,unas mismas ideas no tienen igual posi-bilidad de ser conocidas y aceptadas sison dichas desde Harvard o desdeSudáfrica.

Obviamente esto no es un asunto fácilde ser solucionado. Pero es cierto que haypolíticas que pueden agravarlo, comocuando las grandes bases de datos, queponen a disposición de todos los científi-cos los resultados del trabajo de los aca-démicos del mundo entero, de hecho cie-rran sus puertas a los que no son dedeterminadas naciones o a los que noescriben en una específica lengua.

En este sentido, debe felicitarse lapolítica que últimamente está siguiendoel Journal Citation Report. En efecto,ciñéndonos al Social Sciences Edition,resulta que las revistas españolas que seencuentran en la edición del 2010, segúnla noticia que dio el 29 de junio del 2011su institución editora, han subido de 31 a48. Concretamente en la secciónEducation and Educational Research, sehan sumado a los que ya estaban (RevistaEspañola de Pedagogía, Infancia yAprendizaje, Teoría de la Educación,Revista de Psicodidáctica y Comunicar)otras tres: Cultura y Educación, Porta

Linguarum y Revista de Educación. Lainclusión de estas revistas manifiesta queallí encuentran cabida no sólo revistascon muchos años sino también publicacio-nes que en un espacio de tiempo relativa-mente corto han manifestado un buenhacer. Vaya mi enhorabuena a todasellas.

Deseo concluir esta breve noticia condos observaciones. La primera se refierea mi extrañeza por el reparto de las 48revistas entre las distintas cienciassociales. Me parece que hay ámbitos quetodavía no se han propuesto seriamenteconseguir alcanzar el status de calidadnecesario para poder estar presente enlas mejores bases de datos. La segundaquiere ser una alabanza a los editores delJournal Citation Report. En efecto, den-tro de la sección Education andEducational Research, se ha pasado de139 revistas a 177, en este año. Pero loimportante no es el aumento del número.Lo importante es que, por vez primera, seobserva una considerable variedad yaque no están sólo revistas americanas einglesas sino que junto a las españolas yalemanas que ya estaban, también hanaparecido revistas portuguesas, mexica-nas, croatas, eslovacas, coreanas, brasile-ñas, sudafricanas, turcas, escandinavas,etc. Es una pena que no haya ningunafrancesa ni italiana. Pero es evidente quevamos avanzando en conseguir unamayor interculturalidad en la propaga-ción de la ciencia.

José Antonio Ibáñez-Martín ■

334

Capítulo 10


La presencia de las ciencias sociales españolas

en el Journal Citation Reports. Social Sciences Edition

El año pasado publicamos una nota sobre el reconocimiento internacional de

la calidad de las ciencias sociales españolas, en la que, entre otros asuntos, nombramos las 15 revistas españolas queestaban incluidas en el Journal Citation Reports, en su edición de ciencias sociales, en el 2008. Señalábamos entonces elreducido número de revistas españolas que habíamos conseguido entrar en esta selectiva base de datos, número todavía menor si descontábamos algunas revistas que discutiblemente tenían su sitio en esa edición, estando de hecho también en la edición de ciencias. Igualmente apuntá

bamos nuestra extrañeza ante el hecho de que no hubiera una sola revista de derecho o de ciencias políticas.

En junio de 2010 se ha publicado lanueva edición del Journal Citation Reports, Social Sciences Edition, correspondiente al año 2009. Realmente, elpaso ha sido importante, aunque todavía escaso. Hemos pasado de 15 a 31 revis-

tas, y, por vez primera, aparecen ya revistas de ámbitos científicos hasta el momento no representados, como ocurre con el Anuario de estudios medievales, Trabajos de prehistoria, Revista de derecho comunitario, Revista española de derecho constitucional, Revista internacional de sociología y Revista de lingüística aplicada.

De modo especial queremos felicitar a las revistas más cercanas a nuestros intereses epistemológicos que se acaban de incorporar a esta base de datos, como son Anales de psicología, Behavioral psycho

logy, Revista de psicodidáctica, Revista de psicología del deporte, Comunicar, El profesional de la información y Teoría de la educación. Entendemos que es bueno para muchos cultivadores de la pedagogía que la revista española de pedagogía, donde sólo caben 25 artículos al año, hayadejado de ser la única revista educativa de habla española que se encontraba en esa base de datos, en su sección de educa-

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ción, que tanta importancia ha adquirido en España para la evaluación científica de los trabajos publicados.

Confiamos que el próximo año podremos dar la bienvenida a más revistas, entre las que pensamos habrán de incluirse algunas otras del ámbito de la educación. Nos gustaría que entre ellas se encontraran algunas del mundo hispánico, pues aunque entre Argentina, Colombia, Chile, México y Venezuela se aportan unas 50 revistas a las dos edicio-

nes del Journal Citation Reports, ninguna de ellas es del área educativa. Nos gustaría igualmente que fueran revistas escritas sustancialmente en español: una cosa es publicar en inglés algunos trabajos de autores cuya lengua materna es el inglés y otra es sumarse a la política de quienes desean convertir el inglés en el único medio de expresión científica pública, relegando a las restantes lenguas al ámbito de lo privado y afectivo.

José Antonio lbáñez-Martín 1

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Capítulo 11

Actividades pedagóg.icas

El reconocimiento internacional de la calidad de las ciencias sociales españolas

Uno de los principales criterios para establecer el nivel de calidad alcanzado por las ciencias de un país es la repercusión en el escenario internacional que tienen sus científicos, lo que suele medirse ¡por el llamado factor de impacto, que es la medida de la frecuencia con la que un artículo medio de una revista ha sido citado en un periodo determinado por las revistas que se encuentran en esa base de datos. Claro está que cabría también acudir al impacto de fos autores individuales, midiendo el número de veces en que sus trabajos son citados, si bien este procedimiento tiene el inconveniente -entre otros nada despreciables, como el muy diverso modo en que aparecen citados los mismos autores- de que no proporciona una visión de lo que ocurre en un país.

Por otra parte, es obvio que la cuestión básica es determinar cuáles san las fuentes a donde hay que acudir, ya que no es posible pretender rastrear todas las

publicaciones científicas, ni tampoco sería una buena política, pues. estamos hablando de evaluar la calidadl, que, por definición, sólo se encuentra en una porción minoritaria de lo publicado. Además, la ley cuadrático inversa de Lotka mantiene que muy pocos autores publican la mayoría de los trabajos, lo que fomenta la idea de que es conveniente identificar los luga· res que atraen a los científicos más productivos. De esta forma, desde hace más de un tercio de siglo, se ha ido dando progresiva importancia a las bases de datos internacionales que agrupaban los trabajos publicados en las revistas de mayor calidad del mundo entero y que establecían el factor de impacto de los artículos y de las revistas según el número de veces que éstos aparecían en la totalidad de las revistas seleccionadas.

Evidentemente esto plantea otro problema, que es el de cómo individuar las revistas de calidad, y hasta qué punto las

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diversas bases de datos realmente seleccionan las mejores revistas del mundo entero. No podemos olvidar que esa es una empresa muy costosa, en la que los criterios de selección siempre son discutibles y en la que pueden tener una influen· cia no despreciable prejuicios no sólo ideológicos sino también nacionalistas, de quienes dan por sentado que sólo tienen importancia los trabajos publicados en un país o en una determina.da lengua.

En estos años se han ido realizando estudios sobre los criterios de calidad de las publicaciones y se ha conseguido alcanzar un cierto consenso en la impor· tancia que deben tener unos concretos cri· terios formales que expresan la preocupación por la calidad de las revistas. En España tienden a aceptarse los 33 criterios Latindex, que son consecuencia del intercambio de ideas entre científicos y bibliotecarios de España y de América Latina. Sin duda que puede darse alguna revista significativa que no los cumpla en su totalidad, por lo que también conviene sumar a esos criterios el juicio emitido por los principales científicos de un país, acerca de cuales sean las publicaciones más relevantes.

Por otro lado, los prejuicios que las bases de datos puedan tener es evidente que se dan más en las ciencias del espíritu que en las ciencias de la naturaleza, por lo que es razonable que las grandes áreas culturales procuren organizar sus propias bases de datos. No obstante, es innegable que la ciencia en un mundo globalizado no puede enclaustrarse en un

área cultural, de manera que es lógico que las revistas del mundo entero procuren aparecer en las bases de datos más reconocidas internacionalmente, del mismo modo que cabe esperar que los organismos públicos nacionales de investigación ayuden y motiven a las revistas para encuadrarse en tales bases.

La situación actual es que una gran base de datos americana se ha convertido en estos afios en el lugat más emblemático donde aspiran a figurar las publicaciones más cualificadas de cada área científica. Ello es así hasta el punto que el conjunto de bases de datos de los variados ámbitos específicos, ha terminado calificándose como la Web of Knowledge, la Web ofScience (red del conocimiento, red de la ciencia). Ciertamente, esta posición que hoy tiene la compañía Thomson es consecuencia de un cuidadoso trabajo desarrollado durante décadas, que ha ido sumando iniciativas diversas y que se ha esforzado por abrirse no sólo a revistas publicadas fuera de los Estados Unidos sino también a revistas editadas en idiomas distintos al inglés, apertura en la que pienso, han colaborado muchos países a través de organismos públicos de investigación, como la Fundación Española para la Ciencia y la Tecnología (FECYT).

Ninguna base de datos es perfecta, pero realmente el campo al que llega la Web o( Knowledge es muy significativo. Para dar algún dato (a veces las informaciones que proporciona Thomson no siempre son iguales, lo que se explica por el ingente número de datos en movimiento


con los que trabaja), señalaré que allí se manejan más de 16.000 revistas del mundo entero, y que hoy (septiembre, 2009) el Social Sciences Citation Index

(SSCI) comprende 2474 revistas, de unas 50 disciplinas diversas, y que el Journal

Citation Report (JCR) -en el que suelen aparecer las revistas que se incluyeron en el SSCI- tiene del orden de 8000 revistas d e 66 países, de las que unos 1900 corres· ponden a su edición de ciencias sociales, de 60 países. Esta amplitud explica que, con frecuencia, cuando un país desea pre· sentar la evolución que ha tenido su dedicación a la ciencia a lo largo de los años, suele acudir al número de revistas del país que allí se encuentran y al índice de impacto que han tenido.

Naturalmente, el índice de impacto no puede ser el mismo en las revistas de las ciencias del espíritu que en las de las ciencias de la naturaleza, así como tampoco puede ser igual cuando una revista se edita en lugares de gran producción científica y en la lengua mayoritaria, que cuando aparece en otros escenarios. Ello hace que en ocasiones se siga la tendencia -discutida por muchos- de publicar en inglés, como ocurre mayoritariamente en los Países Bajos.

España ha comenzado a incrementar su presencia en estas Webs. Concretamente, en el Journal Citation Report,

en su Social Sciences Edition, según la información sobre el 2008, aparecida en junio del 2009, se encuentran las siguien-

tes revistas españolas, ordenadas por su índice de impacto totaP:

International Journal of Clinical and Health Psychology. ISSN: 1697-2600. Factor de impacto: 1.649.

Psicothema. ISSN: 0214-9915. Factor de impacto: 1.213.

Revista Española de Salud Pública. ISSN: 1135-5727. Factor de impacto: 0.806.

Spanish Joumal of Psychology. ISSN: 1138-7416. Factor de impacto: 0.558.

European Journal of Psychiatry. ISSN: 0213-6163. Factor de impacto: 0.481.

Profesional de la Información. ISSN: 1386-6710. Factor de impacto: 0.400.

Infancia y Aprendizaje. ISSN: 0210· 3702. Factor de impacto: 0.397.

revista española de pedagogía. ISSN: 0034-9461. Factor de impacto: 0.370.

Psicológica. ISSN: 0211-2159. Factor de impacto: 0.333.

Spanish Economic Review. ISSN: 1435-5469. Factor de impacto: 0.250.

Investigaciones Económicas. ISSN: 0210-1521. Factor de impacto: 0.171.

Scripta Nova, Revista Electrónica de Geografía y Ciencias Sociales. ISSN: 1138-9788. Factor de impacto: 0.118.

Hacienda Pública Española. ISSN: 0210-1173. Factor de impacto: 0.100.

Boletín de la Asociación de Geógrafos Españoles. ISSN: 0212-9426. Factor de impacto: 0.097.

Revista de Economía Aplicada. ISSN: 1133-455X. Factor de impacto: 0.000.

l Datos proporcionados por la FECYT: http://www.accesowok.fecyt.es/news 1 173

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Hay que reconocer que su número es escaso, llamando la atención que ámbitos científicos tan importantes como el derecho o la ciencia política no hayan conseguido colocar aquí ninguna revista. La presencia de la pedagogía también es muy limitada, aunque ya se han incorporado otrns revistas, que aparecerán en la información que se publique a mediados de este año 2010.

Por otra parte, en España disponemos desde hace unos años de una base de datos promovida por la Universidad de Granada, IN-RECS, que tiene la misma ambición, para nuestro mundo español, que la Web of Knowledge. Pienso que ambas empresas son complementarias y que proporcionan un estímulo relevante para mejorar la calidad de la ciencia.

José Antonio lbáñez-Martín •

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La revista española de pedagogía (ISSN: 0034-9461 y e-ISSN: 2174-0909, en versión de Internet) es una revista de investigación pedagógica creada dentro del Instituto San José de Calasanz, perteneciente al Consejo Superior de Investigaciones Científicas. Pasó a ser editada a partir del año 1995 por el Instituto Europeo de Ini-ciativas Educativas y, desde septiembre de 2014, por la Universidad Internacional de La Rioja (UNIR).

Se encuentra entre las doce revistas del mundo que han mantenido durante más tiempo su presencia en la investigación pedagógica, sin interrupciones ni cambios de nombre. Desde sus inicios, la revista ha abierto sus puertas tanto a autores de cual-quier parte del mundo como a cualquier preocupación pedagógica, con la finalidad de responder a las necesidades científicas del momento y de ayudar tanto a iluminar las distintas dimensiones de la acción educativa, como a ejercer una práctica profesional más humanizadora, más crítica y más eficaz.

En 2017, en su estrategia de internacionalización, la rep pasó a ser publicada tanto en español como en inglés, siendo la primera versión impresa y online, y la segunda sólo online.

Visita nuestra web: http://revistadepedagogia.org/

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