Abstract
This paper examines the interactions that authors of articles appearing in the core higher education journals have with members of the field subsequent to the publication of their work. Interactions were examined by the epistemological structure of the articles and data suggest that papers with different structures exact different types of reader-initiated reactions, though there are similarities regardless of type. It appears that published scholarship leads to further activities in research, scholarly, and professional sectors as a consequence of readers' initiatives and the resulting responses by authors. It is argued that examinations of knowledge use should go beyond traditional conceptions and examine the development of new communities of interest as professional actors attempt to fulfill varied agendas on the basis of published scholarship.
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Silverman, R.J. Author-field interaction following publication in “higher education” journals. High Educ 17, 361–375 (1988). https://doi.org/10.1007/BF00139533
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DOI: https://doi.org/10.1007/BF00139533