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Five Years of Development in Pursuing Excellence in Quality and Global Impact to Become the First Journal in STEM Education Covered in SSCI Yeping Li

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Five Years of Development in Pursuing Excellence in Quality and Global Impact to Become the First Journal in STEM Education Covered in SSCI Yeping Li Li International Journal of STEM Education (2019) 6:42 International Journal of https://doi.org/10.1186/s40594-019-0198-8 STEM Education EDITORIAL Open Access Five years of development in pursuing excellence in quality and global impact to become the first journal in STEM education covered in SSCI Yeping Li Abstract With the completion of its first five publication cycle years (August 2014 to July 2019), the International Journal of STEM Education has made great progress with its commitments to pursue excellence in quality and worldwide impact. In this editorial, I specifically share the journal’s achievements since August 2018 in obtaining Scopus’s CiteScore and for being included in Web of Science’s Social Sciences Citation Index (SSCI), which reflect the journal’s continued growth with on-going strong support from researchers and readers internationally. Keywords: Impact, Quality, Readership, Scopus,SSCIjournal,STEMeducation Introduction practically makes the journal one of the fastest in reach- In the 2018 editorial (Li, 2018a), I summarized the jour- ing this status among all the educational journals in sci- nal’s publications over its first four publication cycle (PC) ence, technology, engineering, and mathematics years from August 2014 to July 2018. The steady growth published by Springer since a journal’s inception. The in publications has enabled the journal to serve as a gath- journal’s achievements reflect very well not only the ering place for international researchers and readers to quality and impact of its publications, but also the rapid share their scholarly work in science, technology, engin- development of STEM education as an international eering and mathematics (STEM) education. By the end of field (Li, 2018a; Li, Froyd & Wang, 2019). July 2018, the journal was already being included in Sco- In the following sections, I will summarize recent pro- pus by Elsevier and in Web of Science’sEmergingSources gress, publication status and trends of the International Citation Index (ESCI) by Clarivate Analytics. Journal of STEM Education, and discuss its contribu- In October 2019, the International Journal of STEM tions to the field of STEM education. Education was selected for coverage, together with other ’ 14 journals, in Web of Science s Social Sciences Citation Recent progress reflected in the journal’s new International Journal Index (SSCI). This elevation let the performance measures of STEM Education become the very first journal in 1 Since August 2018, the journal has continued to make a STEM education worldwide for being included in SSCI. lot of progress in multiple fronts. As the journal’s per- It took the journal five publication cycle years from Au- formance continues to be monitored by various indexing gust 2014 to July 2019 to gain this recognition, which services, its impact and value can certainly be reflected in the related measures from reputable and important 1Journals denoted by the acronym of STEM, not including those indexing services. Specifically, the journal received its single-disciplinary or other multi-disciplinary education journals that first Scopus’s CiteScore (CS) of 2.40 from Elsevier using may focus on two- or three-disciplinary in STEM. data from April 30, 2019. The CS of 2.40 ranks the Correspondence: [email protected] journal in the 88th percentile (#121) of 1038 education Texas A&M University, College Station, TX 77843-4232, USA journals currently covered by Scopus (see https://www. © The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Li International Journal of STEM Education (2019) 6:42 Page 2 of 4 scopus.com/sourceid/21100873488?origin=resultslist). important and specific measure of the journal’s perform- Elsevier uses the following formula to calculate a jour- ance, status, and impact in academia. nal’s Scopus CiteScore, for example in 2019: It should be noted that a journal’s performance can be measured in many different ways, such as peer reviews, citations in 2018 to articles published in 2015−17 CiteScoreðÞ¼ CS recognition in the field, authorship and readership devel- number of articles published in 2015−17 opment. In a recent editorial (Li, Froyd, & Wang, 2019), The CS of 2.40 means that each item published in the we summarized and shared the journal’s performance in International Journal of STEM Education over the three- its authorship and readership development. Interested year period from 2015 to 2017 was cited an average of readers can check that editorial to obtain further 2.4 times in 2018 (or 180 citations in 2018 for 75 items information. published in 2015–17). This is a great achievement for a new journal, which clearly reflects the high quality of pa- The status and development trends of the pers being published in this journal and their impact in journal’s publications over the years academia. Because Scopus makes its calculation and all The International Journal of STEM Education has pub- covered journals’ CiteScores publicly available, readers lished a total of 51 items in its fifth publication cycle can check and track the journal’s on-going performance year (August 2018 to July 2019). Figure 1 shows the online at https://www.scopus.com/sourceid/211008734 journal’s growth in terms of the number of items pub- 88?origin=resultslist. lished in each cycle year, from August 2014 to July 2019. The Web of Science’s Social Sciences Citation Index It is clear that the journal has stabilized with an upward (SSCI) uses a different process of evaluating a journal’sper- trend of publications over the years, with the same num- formance, carried out by Clarivate Analytics that is inde- ber of publications in the latest two publication cycle pendent from publishers. Before a journal being selected years (i.e., 51 publications in both the fourth and fifth and covered in SSCI, it needs to be selected and accepted publication cycles), in comparison to the prior three into the Web of Science’s Emerging Sources Citation Index publication cycle years from August 2014 to July 2017 (ESCI) as the first step (Li, 2018a). The evaluation process (i.e., 24, 21, and 22 in the first, second, and third cycles, typically involves multiple aspects, including journal pub- respectively). lishing standards, editorial content, and international diver- The journal publishes several types of items. Table 1 sity, in addition to citation analysis as a key aspect (Testa, shows the breakdown of these 51 items published in the 2006). Clarivate Analytics also uses a formula, slightly dif- fifth publication cycle year by type, in comparison to the ferent from CS computation, to calculate a journal’sImpact same breakdown of the 118 items published in the prior Factor (IF) in 2019 as follows (https://clarivate.com/webofs- four cycle years from August 2014 to July 2018. ciencegroup/essays/impact-factor/): The types of publications present a consistent pattern over the years, with more than 75% publications as re- citations in to articles published in − Impact FactorðÞ IF ¼ 2018 2016 17 search articles. In the 2018 editorial (Li 2018a), I indi- number of articles published in 2016−17 cated that there is a noticeable shortage of research Because the International Journal of STEM Education reviews. It is good to see that the journal published two is now included in SSCI in 2019, the journal’s citation research reviews in the fifth cycle year, which is equiva- performance in 2019 will become available for calculat- lent to the number of research reviews published in the ing its IF in 2020. We thus expect to receive the first IF prior four cycle years as a whole. At the same time, two in the mid of 2020, which will help us obtain another research reviews are accounted for only 4% of the Fig. 1 Number of publications by publication cycle year Li International Journal of STEM Education (2019) 6:42 Page 3 of 4 Table 1 Number (percentage) of publications of each type in the fifth publication cycle year in comparison to the prior four cycle years Research articles Research reviews Short reports Commentaries Othersa PCs 1–4 91 (77%) 2 (2%) 12 (10%) 8 (7%) 5 (4%) PC-5 39 (76%) 2 (4%) 2 (4%) 3 (6%) 5 (10%) Note: a include editorials, guest editorials, and errata publications in the fifth cycle year. Thus, it is important separately in S.T.E.M. or as an educational undertaking to note again that the journal certainly wants to encour- in inter-connected STEM fields. age submission of many more research reviews. Taking the same approach as in the 2018 editorial (Li, The unique features of the International Journal of 2018a), we next examine publication distributions in STEM Education, in comparison to other journals terms of their disciplinary focuses. Figure 2 shows the in STEM education percentage distribution of all publications in the fifth The International Journal of STEM Education was estab- cycle year in comparison to the same breakdown of the lished in 2014 as a multidisciplinary, open-access, peer- 118 items published in the prior four cycle years: single- reviewed research journal (Li, 2014). It distinguishes (light color) vs. cross-discipline (dark color) from many other journals in subject content education The results present a consistent pattern in terms of research in mutually complementary ways, such as those publications' disciplinary focuses between these two time individual disciplinary-focused education journals in periods. Overall, 64% of the publications have been STEM and some other multi-disciplinary education jour- cross-disciplinary, 36% have been in an individual discip- nals that may focus on two- or three-disciplinary in line.
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