TY - JOUR TI - How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Compare: A Journal of Comparative and International Education AB - This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable. DA - 2020/// PY - 2020 DO - 10.1080/03057925.2020.1811638 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 20 SN - 0305-7925 ST - How equitable are South-North partnerships in education research? UR - https://doi.org/10.1080/03057925.2020.1811638 Y2 - 2020/11/27/14:21:30 KW - Education KW - South-North research partnerships KW - sub-Saharan Africa KW - sustainable development goals ER - TY - JOUR TI - How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Development and Change AB - This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access. DA - 2021/// PY - 2021 DO - 10.1111/dech.12639 DP - Wiley Online Library VL - 0 IS - 0 LA - en SN - 1467-7660 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12639 Y2 - 2021/02/10/01:19:48 ER - TY - RPRT TI - Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database AU - Rose, Pauline AU - Downing, Pheobe AU - Asare, Samuel AU - Mitchell, Rafael AB - This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region. DA - 2019/06/10/ PY - 2019 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3242314#.XTB-POhKg2w Y2 - 2019/07/18/14:12:21 KW - Reviewed KW - _zenodoOTHER ER -