ERIC Number: EJ1010354
Record Type: Journal
Publication Date: 2013-May
Abstractor: As Provided
Reference Count: 16
An Assessment of Publication Productivity in Career Development and Transition for Exceptional Individuals: 1978-2012
Unger, Darlene D.; Rumrill, Phillip D., Jr.
Career Development and Transition for Exceptional Individuals, v36 n1 p25-30 May 2013
This literature review examined publication patterns in the journal of "Career Development and Transition for Exceptional Individuals" across 35 years of publication. Overall, 732 contributors affiliated with 267 organizations were identified in our analysis of 436 articles. Frequency counts identified the most productive scholars in terms of number of articles authored and their institutional affiliation. Twenty-three individuals, predominately representing colleges and universities, contributed 6 or more articles. Findings reflect the collaborative nature of scholarship in career development and transition and an overall trend toward multiple authored publications. There is a need to engage or support individuals affiliated with local or state education agencies, vocational rehabilitation, and community rehabilitation programs, or individuals working outside of the United States in generating scholarship, as these groups were underrepresented in our findings. Suggestions for increasing authorship representation reflecting all transition stakeholders and the importance of collaboration in building the transition and career development knowledge base are discussed.
Descriptors: Career Development, Productivity, Transitional Programs, Literature Reviews, Publications, Bibliometrics, Bibliographies, Authors, Incidence, Journal Articles, Scholarship, Disabilities, Special Education, Faculty Publishing
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: N/A