In the presented study, the intellectual base (i.e., the highly cited literature; Persson, 1994) that has influenced research in the field of school-related conflict and conflict resolution is in focus. Bibliometric methods were used to examine international literature on research on school-related conflicts and conflict-resolution, published between 1996 and 2015.
Internationally scholars in the field of conflict and conflict resolution, in general and in schools in particular, have made clear that the concepts of conflict and conflict resolution are complex and multifaceted (Deutsch, 2006; Johnson & Johnson, 1996; Bickmore, 2002). In addition, scholars from different disciplines (for example sociology, psychology, education, global studies) have been attracted to study their own specific research questions based on the conceptual frameworks of their discipline. The terminology in this field reflects the diverse conceptual frameworks, angles and interests. For example terms like conflict resolution, conflict management, classroom management, conflict transformation, and conflict education can be found.
Previously, studies have been conducted in the field of school-related conflict and conflict resolution including overviews with selected literature (Coleman, Deutsch & Marcus, 2014), studies examining parts of the field by describing different scientific trends (Deutsch, 1949, 1973, 1985; Bickmore, 2002, 2004, 2010), and meta-analysis on the use and effectiveness of conflict resolution education programs (Johnson & Johnson, 1996). As far as we know little attention has been paid to intellectual base of this field of study, i.e., the literature that can be viewed as the foundation of the knowledge production in school-related conflict and conflict resolution. Moreover, there is no coherent view of what makes a particular piece of work part of this field, and how it is related to other cited authors.
In the present study we seek to address these gaps by mapping out the structure of the cited literature (i.e., the dominating topics, scholars, methods and theories) in the scattered and fragmented field of school-related conflict and conflict resolution. This study provides an empirical overview that links research from different disciplines and approaches.
In the study, bibliometric methods are used to explore the following research questions:
- How are the structures of the intellectual base in school-related conflict and conflict resolution research organized?
- Who are the most frequently cited authors on school-related conflict and conflict resolution and how are these authors related to each other?
- Which topics have dominated the intellectual base in school-related conflict and conflict resolution research between 1996 and 2015 and how are these topics related?
- How have the intellectual base changed over time in the field of school-related conflict and conflict resolution regarding influential authors and research topics?
- What do patterns over time tells us about actual trends?