Author Identifier

Margaret Merga

https://orcid.org/0000-0002-9009-3700

Sayidi Mat Roni

https://orcid.org/0000-0001-9511-7786

Document Type

Journal Article

Publication Title

Scientometrics

Publisher

Springer

School

School of Education / School of Business and Law

RAS ID

32163

Funders

Edith Cowan University - Open Access Support Scheme

Comments

Merga, M. K., Roni, S. M., & Mason, S. (2020). Should Google Scholar be used for benchmarking against the professoriate in education?. Scientometrics, 1-18. https://doi.org/10.1007/s11192-020-03691-3

Abstract

In the neoliberal environment of contemporary academia, an individual’s research rankings and outputs can shape their career security and progression. When applying for ongoing employment and promotional opportunities, academics may benchmark their performance against that of superior colleagues to demonstrate their performance in relation to their discipline. The H-index and citation rates are commonly used to quantify the value of an academic’s work, and they can be used comparatively for benchmarking purposes. The focus of this paper is to critically consider if Google Scholar be used for benchmarking against the professoriate in education, by weighting up issues of data reliability and participation. The Google Scholar profiles of full professors at top ranked universities in Australia, the United Kingdom and the United States of America are analysed to explore how widespread Google Scholar use is in the education professoriate. Quartiles of impact are established in relation to H-index, with exploration of how gender is distributed across these quartiles. Limitations of using Google Scholar data are highlighted through a taxonomy of quality confounders, and the utility of Google Scholar as a legitimate tool for benchmarking against the professoriate in education is strongly challenged. As metrics continue to rise in their importance for academics’ job security and promotional prospects, reliance on metrics of dubious quality and uneven participation must be questioned.

DOI

10.1007/s11192-020-03691-3

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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