The role of geographic bias in knowledge diffusion: a systematic review and narrative synthesis
Brief about:
Journal Article (2020)
Written by:
Other researchers:
This research synthesised the evidence from three randomised and controlled studies investigating geographic bias in the evaluation of research.
The research was designed to highlight the role biases play in the prejudgment of research on a global scale, and to provide recommendations on how to create a more equitable playing field in the diffusion of knowledge, both at the level of peer review for academic journals and for research consumption at the individual level.
Key findings
- Anecdotal evidence suggests the presence of geographic bias in knowledge diffusion. Yet, there are few controlled or experimental studies investigating this phenomenon. This makes it difficult to draw strong conclusions about causality. This review only found three experimental studies conducted on the topic, suggesting further experimental research could be necessary.
- Institutions that contain a geographic identifier or a recognizable "brand" linked to a country elicit a bias. Research from an institution in a high-income country ("Harvard University" or "University of Freiburg") was rated higher than research from a low-income country ("University of Addis Ababa" or "University of Mzuzu"). Separately, reviewers recommend articles for acceptance if they were from top-ranked universities, which were more often in high-income countries.
- Academic journals that contain geographic identifiers could also elicit bias. The two studies that investigated this dimension of geographic bias did not find conclusive results of its effect on the evaluation of research. Future studies could be designed to investigate this in more detail.
Proposed action
- People should reflect on how their biases impact them personally and professionally
For example, they should employ a structured approach when they review and critique research, rather than judging it based on other factors that shouldn't affect the quality of the research, such as where it is from.
- Teachers should seek to give their students a more inclusive representation of topics
They could reflect on the research they are using, aim to include research produced outside of familiar spaces in Europe or North America, and invite students to contribute new, more diverse perspectives and research.
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Acknowledgements
Special thanks to Ramya Zwaal for preparation assistance
We would like to extend a special thank you to Ramya Zwaal, for their invaluable contribution in assisting the preparation of this research summary.
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The role of geographic bias in knowledge diffusion: a systematic review and narrative synthesis
Cite this brief: Skopec, Mark. 'The role of geographic bias in knowledge diffusion: a systematic review and narrative synthesis'. Acume. https://www.acume.org/r/the-role-of-geographic-bias-in-knowledge-diffusion-a-systematic-review-and-narrative-synthesis/
Brief created by: Mark Skopec | Year brief made: 2023
Original research:
- H. I., Skopec, M., & et al., ‘The role of geographic bias in knowledge diffusion: a systematic review and narrative synthesis’ Research Integrity and Peer Review 5 (2) (pp. 1–14) https://doi.org/10.1186/s41073-019-0088-0. – https://researchintegrityjournal.biomedcentral.com/articles/10.1186/s41073-019-0088-0
Research brief:
This research synthesised the evidence from three randomised and controlled studies investigating geographic bias in the evaluation of research.
The research was designed to highlight the role biases play in the prejudgment of research on a global scale, and to provide recommendations on how to create a more equitable playing field in the diffusion of knowledge, both at the level of peer review for academic journals and for research consumption at the individual level.
Findings:
Anecdotal evidence suggests the presence of geographic bias in knowledge diffusion. Yet, there are few controlled or experimental studies investigating this phenomenon. This makes it difficult to draw strong conclusions about causality. This review only found three experimental studies conducted on the topic, suggesting further experimental research could be necessary.
Institutions that contain a geographic identifier or a recognizable “brand” linked to a country elicit a bias. Research from an institution in a high-income country (“Harvard University” or “University of Freiburg”) was rated higher than research from a low-income country (“University of Addis Ababa” or “University of Mzuzu”). Separately, reviewers recommend articles for acceptance if they were from top-ranked universities, which were more often in high-income countries.
Academic journals that contain geographic identifiers could also elicit bias. The two studies that investigated this dimension of geographic bias did not find conclusive results of its effect on the evaluation of research. Future studies could be designed to investigate this in more detail.
Advice:
People should reflect on how their biases impact them personally and professionally
- For example, they should employ a structured approach when they review and critique research, rather than judging it based on other factors that shouldn’t affect the quality of the research, such as where it is from.
Teachers should seek to give their students a more inclusive representation of topics
- They could reflect on the research they are using, aim to include research produced outside of familiar spaces in Europe or North America, and invite students to contribute new, more diverse perspectives and research.