EXPLORING 50 YEARS OF RESEARCH ON STUDENTS' IDENTITIES IN HIGHER EDUCATION CONTEXT: A BIBLIOMETRIC ANALYSIS

• Published in: JOURNAL OF NUSANTARA STUDIES-JONUS
• Main Authors: Tun, Nadia; Khairuddin, Zulaikha
• Format: Article
• Language: English
• Published: UNIV SULTAN ZAINAL ABIDIN 2024
• Subjects: Area Studies
• Online Access: https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001179361100017
• ISSN: 0127-9319; 0127-9386
• DOI: 10.24200/jonus.vol9iss1pp368-394

Background and Purpose: Higher education serves not merely as a means of imparting knowledge, skills, and societal values to students; it also offers individuals the chance to explore the world, discover their identity and position, gain a deeper understanding of others, and develop appropriate responses to diverse perspectives. Hence, it is vital to acknowledge and understand the significance of students' identities as it is not an inherent or fixed concept; instead, it emerges and transforms through diverse academic experiences encountered by students from all around the world. The objective of this study is to examine various methods to identify the global research trends related to students' identities in higher education. This bibliometric study examines various methods to identify the global research trends related to students' identities in higher education, including annual publication output, leading countries, prolific authors, and co-occurring author keywords. Methodology: A bibliometric study was conducted by utilising VOSviewer software (version 1.6.18) in comprehending the worldwide studies on students' identities in higher education. The study analysed publication trends from as far back as 1974 up to 2022, using data from the Scopus database. Data collection took place between July 1 and July 5, 2023, using the Scopus database. Data collection occurred between July 1 and July 5, 2023. The study examined publication trends, including time, author, and institution mapping, keyword clustering, and identifying emerging terms. Findings: The findings revealed a notable increase in researchers' attention towards studying students' identities in higher education, reflected in a rise in related articles. Various theoretical frameworks, including Community of Practice, Acculturation, Self -Concept, Habitus, and Situated Learning, have been extensively examined to provide insights into understanding these identities. These frameworks underscore the impact of social, cultural, and psychological factors on how students perceive themselves and engage within academic settings. Contributions: This bibliometric analysis enhances our understanding of students' identities in higher education, guiding future research and providing useful advice for professionals, researchers, and policymakers in the educational sector. Exploring students' identities offers valuable insights into collaborative networks and potential partners, facilitating further advancements in the field.