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Analysis of institutional authors

Boni, ACorresponding AuthorCalabuig, CAuthor

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October 31, 2024
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Education for global citizenship at universities. Potentialities of formal and informal learning spaces to foster cosmopolitanism

Publicated to: Journal of Studies in International Education. 21 (1): 22-38 - 2017-01-01 21(1), DOI: 10.1177/1028315315602926

Authors:

Boni Aristizábal, Alejandra; Calabuig Tormo, Carola
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Affiliations

INGENIO CSIC UPV - Author
Univ Free State, CHRED, Bloemfontein, South Africa; Univ Politecn Valencia - Author

Abstract

This article explores how three different learning spaces could be appropriate for developing a sense of global citizenship among university students. We draw on an interview study conducted at the Universitat Politecnica of Valencia (UPV) between 2010 and 2012. The spaces analyzed were two electives devoted to international cooperation, a mobility program that took place mainly in Latin American countries and a student-led university group. We examined the three spaces in terms of expansion of capabilities and agency related to global citizenship and cosmopolitanism using a conceptual framework that synthesizes Nussbaum's and Sen's capability approach with Delanty's critical cosmopolitanism to explore the limits and potentialities of those three spaces. Although the exploratory character of our study cannot allow us to generalize our findings, what we can affirm is each of these areas has the potentiality to enhance global citizenship but with nuances, differences, and complementarities. The electives appear to be good spaces for the critical learning capability, while international mobility (Meridies) is a strong enabler for narrative imagination capabilities. Students belonging to Mueve (student led group) showed elements of these capabilities plus a very strong emphasis on agency, which does not occur in the other two learning spaces. Critical cosmopolitan process happened both in Mueve and Meridies. In the student-led group, this cosmopolitan process begins with the local, while in the internships it was the global encounter that initiates a cosmopolitan reflection.
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Keywords

Cooperation and competitionGlobalization and international higher educationInternational cooperation in higher educationInternationalization of higher educationMobility of students and academic staff

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Journal of Studies in International Education due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2017, it was in position 43/239, thus managing to position itself as a Q1 (Primer Cuartil), in the category Education & Educational Research.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations provided by WoS (ESI, Clarivate), it yields a value for the citation normalization relative to the expected citation rate of: 4.23. This indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 13, 2025)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Weighted Average of Normalized Impact by the Scopus agency: 3.45 (source consulted: FECYT Mar 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2026-04-03, the following number of citations:

  • WoS: 42
  • Scopus: 58
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Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-03:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 188.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 209 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 2.
  • The number of mentions on the social network X (formerly Twitter): 2 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: http://hdl.handle.net/10251/108042
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Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: South African Republic.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Boni Aristizábal, Alejandra) and Last Author (Calabuig Tormo, Carola).

the author responsible for correspondence tasks has been Boni Aristizábal, Alejandra.

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