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Since citation context information has entered the Web of Science (Clarivate) in recent years, one wonders whether the legitimacy and soundness of citation analyses for measuring research quality of publications can be improved by considering this information. The legitimacy and soundness of citation analysis can be established by assessing their construct validity. This can be done by studying how citation impact variables relate to generally accepted external validation data, like human expert assessments of research quality.[...]

In this study we investigate the relative contributions of co-authors to publications in mathematics. Mathematics is an interesting case for such research because it is one of only a few scientific disciplines in which alphabetical order of names of co-authors on publications is still the prevailing convention rather than contribution-based order. The study is based on unique data of publicly available author-provided quantitative contribution statements for co-authored papers from applications for habilitation degrees in Poland. [...]

In this study, we investigated whether citation context information is able to increase the validity of citation impact analyses to measure research quality compared to simple citation counts. We analyzed the statistical relationships of information extracted from structured citation context data in the Web of Science (Clarivate) such as the placement of citations within specific sections of an article with post-publication peer review quality ratings from Faculty Opinions (H1 connect), used as an external validity criterion for research quality. The study is based on publications in medicine and life sciences. [...]

Ageism in universities—meaning unequal treatment based on (older) age—is rarely addressed in higher education research. Yet with increasingly age-diverse student populations, older students may face discrimination for defying chrononormative expectations. Using data from the 2021 German Student Survey (N = 4,811; 300 students aged 30+), this research note identifies six forms of ageism. Logistic regression shows older students more often feel excluded or disregarded, but less often report unwelcome sexual remarks. Findings point to the need for policy action and greater scholarly attention to ageism in higher education.