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dc.contributor.authorBond, Melissa
dc.contributor.authorMarín, Victoria I.
dc.contributor.authorBedenlier, Svenja
dc.descriptionDades primàries associades a un article publicat a la revista Journal of New Approaches in Educational Research disponible a l'adreça
dc.description.abstract(International) research collaboration (IRC) is considered one of the most important aspects of academic careers and, although it is often linked to co-authorship, investigations of academic perceptions and practices are rare. Reflections on factors affecting IRC, as well as effective technology for use in IRC are also now particularly vital, due to the outbreak of COVID-19. The aim of this three-round Delphi study, conducted prior to the pandemic, was to explore why and how academics conduct IRC in the field of Education. The results indicate that the benefits of IRC are more relevant than the barriers, and that networking with and learning from others are two of the most important reasons for conducting IRC. Four stages of IRC were identified, alongside a range of influencing factors, which could inform future project management training. Suggestions for institutional IRC policy are provided, as well as considerations for early career researchers.ca_ES
dc.publisherUniversitat de Lleidaca_ES
dc.rightscc-by (c) Melissa Bond et al., 2021ca_ES
dc.subjectEducational researchca_ES
dc.subjectDelphi methodca_ES
dc.subjectInternational research collaborationca_ES
dc.subjectEducational policyca_ES
dc.titleAppendices for International Collaboration in the field of Educational Research: A Delphi Study [Research data]ca_ES

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cc-by (c) Melissa Bond et al., 2021
Except where otherwise noted, this item's license is described as cc-by (c) Melissa Bond et al., 2021