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Citation network analysis for supporting continuous improvement in higher education

Colicchia, Claudia; Creazza, Alessandro; Strozzi, Fernanda

Authors

Dr Claudia Colicchia C.Colicchia@hull.ac.uk
Senior Lecturer and Programme Director for MSc Logistics and Supply Chain Management

Fernanda Strozzi

Abstract

Continuous improvement in Higher Education can be supported by effective literature reviews to unveil contemporary and current educational needs and lay the foundations of programmes of study. As no discipline remains static, the aim of this paper is to present a methodology for conducting literature reviews that can complement traditional content-based reviews by revealing the dynamic evolution of a discipline. This methodology is represented by citation network analysis (CNA), a collection of tools that help to detect the dynamics of a field through computer-based systematic analyses of its bibliographic data. Notwithstanding its potential, CNA has been seldom adopted to conduct literature reviews. In this paper, CNA was applied to the evolving field of logistics and supply chain management education. Results provide evidence of the benefits of CNA for the identification of key issues, trends, and evolutionary trajectories supporting continuous improvement in Higher Education in a more scientific and objective way.

Publication Date 2018
Journal Studies in higher education
Print ISSN 0307-5079
Electronic ISSN 1470-174X
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 43
Issue 9
Pages 1637-1653
Institution Citation Colicchia, C., Creazza, A., & Strozzi, F. (2018). Citation network analysis for supporting continuous improvement in higher education. Studies in higher education, 43(9), 1637-1653. https://doi.org/10.1080/03075079.2016.1276550
DOI https://doi.org/10.1080/03075079.2016.1276550
Keywords Citation network analysis; Literature review; Higher education; Continuous improvement; Logistics and supply chain management
Publisher URL http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1276550
Copyright Statement ©2018 University of Hull
Additional Information This is the accepted manuscript of an article published in Studies in higher education, 2017. The version of record is available at the DOI link in this record.

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