Exploring Collaborative Partners in Vocational Schools: A Bibliometric Mapping of Global Literature

Exploring Collaborative Partners in Vocational Schools: A Bibliometric Mapping of Global Literature | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Exploring Collaborative Partners in Vocational Schools: A Bibliometric Mapping of Global Literature Suhari Muharam, Raden Bambang Sumarsono, Agus Timan This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7514517/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study addresses the growing global attention on vocational education, which plays a vital role in preparing a skilled and adaptable workforce to meet industry demands. Cross-sector collaboration among schools, government, industry, and communities has emerged as a key driver in enhancing the relevance and quality of graduates. However, existing research on collaboration in Technical and Vocational Education and Training (TVET) remains fragmented, lacking a comprehensive synthesis of trends and dominant themes. To address this gap, a bibliometric analysis was conducted using VOSviewer and RStudio (Biblioshiny), analyzing 219 documents indexed in Scopus from 2015 to 2025. The findings reveal trends in publications, citations, and influential contributors, alongside five major collaboration themes: (1) school–industry partnerships, (2) school–government collaboration, (3) school–community engagement, (4) school–university pathways, and (5) school–private sector and public institution partnerships. Despite increasing interest, publications and citations remain limited, indicating a significant opportunity for further research. This study contributes to the current state of knowledge by mapping existing research and suggesting future directions, particularly through in-depth content analysis and context-specific case studies. Bibliometric Analysis Collaborative Partners Partners in Vocational Schools Partnership in Education and Training Vocational Education and Training Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Introduction Vocational education refers to school programs designed to equip students with practical skills for specific professions or jobs, emphasizing hands-on experience over theoretical knowledge, thereby playing a crucial role in student development and workforce preparation (Ariansyah et al., 2024 ; Yoto, Marsono, et al., 2024). Vocational education in Indonesia is synonymous with Vocational High Schools (SMK), which are formal educational institutions that play a strategic role in preparing competitive graduates with skills relevant to the workforce, thereby contributing to the development of skilled and highly competitive human resources (Sudana et al., 2019 ; Timan et al., 2024 ; Yoto, Marsono, et al., 2024). To produce graduates who are suitable and responsive to labour market needs, collaboration is required between educational institutions and various external parties, including the business and industrial sector, government, community organisations, and local communities (Nykänen et al., 2022 ; Puspitaningsih et al., 2023 ). All these components must strive to the best of their ability to achieve the highest quality of education (Nurlaiva & Sumarsono, 2018 ). Thus, vocational education has demanded strong synergy between parties to meet the demands of the times and the needs of the workforce. In principle, vocational schools are designed to equip their graduates with not only theoretical knowledge but also technical skills that are ready to be applied in the workplace, as the global industry increasingly demands workers with specialized skills, which were often obtained through vocational education (Beer & Mulder, 2020 ; Li & Pilz, 2023 ; Spöttl & Windelband, 2020 ). This was supported by research conducted by Boruah ( 2022 ), which stated that vocational education refers to skills-based training that prepares individuals for specific jobs. This addresses skill gaps in the workforce, especially in the informal sector, thereby increasing opportunities for decent work and self-reliance (Yusoof, 2013 ). Mastering skills and expertise in a specific field professionally enhanced an individual's competitiveness in entering the job market in the era of free trade (Shi & Bangpan, 2022 ; Yahya & Yasdin, 2015). As the industry’s demand for skilled, flexible, and adaptable workers grows, it has become increasingly clear how important it is for vocational schools to prioritize preparing their graduates with the necessary skills to be job-ready, thereby playing a crucial role in developing competencies and cultivating skilled workers (Shaidullina et al., 2015 ; Yoto, 2019 ). By preparing graduates with skills that meet industry needs, vocational high schools are becoming one of the main pillars in producing excellent and productive human resources in the future. Given the importance of preparing competitive graduates, schools have needed to establish collaborations or partnerships with external parties to enhance the relevance of vocational education to the workforce's needs and improve its quality (Suharno et al., 2020; Yoto, 2019 ). Collaboration has fostered effective work-based learning in vocational education (Buligina & Sloka, 2021 ), aligning educational outcomes with industry needs, which ultimately has led to graduates who are ready to work with the appropriate skills in a competitive job market (Ferns et al., 2019 ; Yoto, Suyetno, et al., 2024 ). This statement is also supported by previous research by AR et al. ( 2016 ), which emphasized that establishing partnerships between vocational schools and the business sector has been an effective strategy for enhancing graduates' competencies and adapting educational outcomes to labour market demands through collaborative programs and working mechanisms. This argument is further reinforced by recent studies, which explain that close partnerships between schools and external stakeholders, such as DUDI, local communities, and government agencies, can improve the quality of education and graduates' work skills (Pryhodii, 2024 ; Sumarsono et al., 2016 ; Y. Zhao, 2023 ). Other research findings also emphasized the importance of strengthening collaboration between educational institutions and the workforce, as well as improving alignment between various learning environments (Hiim, 2022 ; Mustafa et al., 2022 ). Previous research findings have confirmed that school collaboration with multiple parties is not merely a short-term strategy, but rather the foundation for the sustainability of vocational education. With the support of all elements, graduates can be assured of being more adaptable to the job market's dynamics. Although the importance of partnerships in vocational education has been widely discussed in the literature, collaboration between schools and external parties has been considered a key strategy for bridging the gap between graduates' skills and labour market needs (AR et al., 2016 ; Dalimunthe et al., 2016 ). However, it is interesting to identify the potential collaboration partners who can provide support in various forms, such as curriculum alignment, practical work facilities, technology transfer, career guidance, or character building for students. According to Alkaher & Gan ( 2020 ), strategic partnerships among the government, civil society, and the private sector were crucial for jointly promoting educational advancement in vocational schools. Therefore, this study will present a bibliometric review related to the elements of collaborative partners that can contribute to building a vocational education ecosystem. Bibliometric analysis enabled researchers to identify publication trends, authors, countries, key terms, as well as research areas and gaps that remain unaddressed (Gessler et al., 2021 ). This analysis serves as a strategic step in identifying the role of collaborative partners in building vocational education. To understand the direction of this research in depth and systematically, a bibliometric approach was used as an appropriate analytical tool to achieve the objectives of this study, namely, to map the collaborative partnerships formed in vocational schools to reveal the direction of research, opportunities for collaboration, and potential innovations that can be used as a basis for further research, and to explain several relevant topics in this field. This study maps scientific articles listed in the Scopus-indexed database, which we have chosen because it is a leading publisher of high-quality scientific content, has broader document coverage, and is most widely used by researchers in bibliometric analysis (Alshater et al., 2021 ; Van et al., 2022 ). Therefore, the objectives of this study are designed to present the research as follows: (1) analyzing the structure of publication trends, citation trends, authors, journals, and countries related to collaboration partners participating in vocational schools over the past decade based on the Scopus database; (2) to analyze the dominant thematic focus related to collaborative partners participating in vocational schools; and (3) to map the study with a summary of the findings and implications for future research. Method This study employed a bibliometric analysis approach, a technique that is increasingly used as a tool and foundation for monitoring research content and evaluating performance within scientific disciplines (Zupic & Čater, 2015 ). Fundamental bibliometric analysis applies descriptive statistics to map and document the ‘topographical’ trends within a given body of knowledge (Ha et al., 2020 ). Comprising two main steps: document source collection and bibliometric analysis. The study began with the identification and collection of relevant literature from reliable academic databases as an initial step to obtain valid data that aligns with the research topic (Zhao & Zhou, 2024 ). The collected documents were then systematically analyzed using bibliometric techniques, including bibliographic coupling, co-citation analysis, and co-occurrence analysis, to map the knowledge structure and reveal emerging trends in vocational education partnerships. Data Selection We obtained the relevant data sources for this study on the knowledge landscape of partnerships in vocational education from the Scopus database. As a rigorously curated source, Scopus provides a well-structured taxonomy of document types and ensures high-quality bibliographic information, making it highly reliable for bibliometric studies (Visser et al., 2021 ). Therefore, the use of Scopus is justified, as it provides comprehensive coverage and credible citation records. In Fig. 1 , the researchers ensured transparency and quality in the data collection process (Sumarsono et al., 2025 ), including the steps of searching, selecting, and analysing the literature. We have referred to four steps: identification, screening, eligibility, and inclusion (Shamseer et al., 2015 ). In stage 1: Identification, we conducted a literature search using keywords relevant to the research topic taken from the Scopus database ( http://www.scopus.com ) on August 8, 2025, with the search keyword Tittle-Abstract-Keyword identified as consisting of three components, namely (“Vocational School” OR “Vocational Education” OR “Vocational High School”) AND (“Industry” OR “Industries” OR “Community” OR “Communities” OR “Family”) AND (“Partnership” OR “Collaboration” OR “Cooperation”). We used the OR and AND operators to combine relevant keywords (Van et al., 2022 ). These keywords were searched in the title, abstract, and keywords sections of the documents to ensure that the literature covered the research focus, resulting in 2,868 relevant publications. Stage 2: Screening. We screened the data obtained to ensure that the selected documents were truly relevant and appropriate to the research topic, adjusting the criteria as follows: articles not included in book Chaps. (61), books (5), reviews (54), notes (8), editorials (8), surveys (4), and retracted articles (1), leaving a total of 727 documents. Stage 3: Eligibility. In this step, we have assessed the eligibility of the 727 articles that have passed the initial screening process according to the document criteria. The eligibility criteria applied include 1) articles published from 2015 to 2025, resulting in 206 articles, and 2) articles written in English, resulting in 30 articles. Articles that did not meet both criteria were excluded from further analysis. In the final stage: Included. Only publications accessible via open access were included in the final stage, resulting in 272 articles that were not open access. Thus, only 219 articles met the criteria and were deemed eligible for inclusion in the final stage of this bibliometric analysis. We did this to ensure that all the data analyzed could be accessed transparently and verified by others, both researchers and readers. Data Analysis We first cleaned and adjusted the data from the metadata that had been collected, referring to previous studies (Ha et al., 2020 ; Zhao & Zhou, 2024 ), because irregularities, incomplete metadata, or varying keyword terms were often found. However, they referred to the same concept. This process was carried out using OpenRefine software, which helped researchers process, align, and consolidate data to avoid errors or inconsistencies that arise when downloading metadata from the Scopus database, such as keyword adjustments made by identifying differences in writing styles, the use of abbreviations, and name changes over time so that keyword analysis could be carried out more accurately (Türkoğlu & Aykut, 2025 ). Other bibliometric analysis tools we have utilized include RStudio (which features Biblioshiny), VOSviewer , and Microsoft Excel . The R Bibliometric package has provided reliable bibliometric analysis tools by integrating various bibliometric methods and visualization techniques into a single platform (Aria & Cuccurullo, 2017 ). VOSviewer was used to analyze networks and content (Alshater et al., 2021 ). Moreover, metadata from the final publication collection was exported in CSV format for further processing after using the two bibliometric analysis tools (Van et al., 2022 ). We also used Microsoft Excel to complement RStudio, as Excel provided greater flexibility for editing graphs that were less easily modified in RStudio (Alshater et al., 2021 ). The researchers have decided to use RStudio and Biblioshiny as additional visualization tools for VOSviewer because both can complement each other to provide more in-depth statistical analysis and thematic mapping that are not provided natively in VOSviewer. The use of these three tools aims to ensure a more in-depth analysis and a more detailed, organized presentation of data, where the tools complement and reinforce each other. Result General Information and Growth Trend The data presented in Table 1 provide key information collected from 219 articles published over the past decade. The data revealed that this study encompasses 219 documents published between 2015 and 2025, spanning 134 publication sources, including journals and conference proceedings. Most of the publications are scientific articles (187 documents, or 85.4%), while the rest consist of 32 conference papers (14.6%). This data indicates that the field of partnerships in vocational education has been extensively studied in the form of empirical and theoretical studies published in reputable scientific journals (Alphonsus & Schmees, 2025 ; Garrison et al., 2024 ; Herlina et al., 2020 ; Hiim, 2022 ; Klatt et al., 2017 ; Ngobeni, 2022 ; Yoto, Suyetno, et al., 2024 ). The collection of references totalled 8,054, with an average of 7,676 citations per document. This collection has an h-index of 20, indicating that 20 out of the 219 analysed publications have received at least 20 citations. There are 839 authors involved in all publications, with only 21 documents authored by a single author. A total of 818 authors contributed to the writing of the articles. The average number of authors per document is 3.97, reflecting the collaborative nature of research on this topic and indicating inter-institutional or inter-country involvement. Table 1 Main information of the publication collection Description Results MAIN INFORMATION ABOUT DATA Timespan 2015:2025 Sources (Journals, Conference papers) 134 Documents 219 Average citations per document 7.676 References 8054 DOCUMENT TYPES article 187 conference paper 32 AUTHORS Authors 839 Authors of single-authored documents 21 Authors of multi-authored documents 818 Single-authored documents 21 Co-Authors per Doc 3.97 This analysis of publication and citation trends provides information on the dynamics of scientific development in vocational schools' partnerships over the past ten years, as shown in Fig. 2 , which has been simplified into three main stages: Stage 1: 2015–2017. This period was characterized by a limited number of publications (13–14 documents per year). However, it had a significant impact with a high citation rate, particularly in 2015 (310 citations). Although 2016 saw a sharp decline (26 citations from 7 documents), the trend began to recover in 2017 with 258 citations from 14 papers. Stage 2: 2018–2020. This period witnessed a significant increase in the number of publications, with 2018 and 2020 also recording high citation rates (175 and 142 citations), respectively. The peak was reached in 2019, with 31 documents and 316 citations. This stage was the most productive and impactful period in terms of publication citations. Stage 3: 2021–2025. During this period, publication productivity continued to increase, starting with 22 documents in 2021 and peaking in 2024 with 33 papers. However, the citation trend shows a gradual decline from 180 (2022) to 54 citations (2024), and as of now (2025), only seven documents and three citations have been recorded. Nevertheless, it is likely to continue increasing as the publication timeline is still ongoing. The statistical presentation of the number of citations for studies related to publications on mapping collaborative partnerships established in vocational schools is shown in Table 2 . Of the 219 documents analysed, 41 (18.7%) had not yet received any citations, indicating that nearly one in five articles had not yet made a scientific impact. Most publications, specifically 130 documents (59.3%), have a low number of citations, ranging from 1 to 9. Meanwhile, 26 documents (11.8%) have 10 to 19 citations, and 16 documents (7.3%) have been cited between 20 and 39 times, reflecting a fairly significant contribution, and only six documents (2.7%) received more than 40 citations. However, these six contributed 342 citations, or approximately 24% of the total citations, indicating that a small portion of articles have a very significant influence on the development of related scientific fields. Table 2 Number of citations of the publication collection Number of citations Number of Documents Percentage Citations > 40 6 2.7% 342 20 to 39 16 7.3% 442 10 to 19 26 11.8% 376 1 to 9 130 59.3 521 0 41 18.7% 0 Contribution by countries The data presented in Table 3 shows information about the top 12 countries with the highest number of publications related to collaborative partnerships in vocational education. This table provides an overview of the scientific contributions from each country, with a total of 133 publications (TP) published in the countries listed here, accounting for 55.58% of the total publications; the total number of citations (TC) is 1,016, and the average number of citations per publication (C/P) is 104.5. The higher the C/P, the greater the average impact of each publication. It is worth noting that this study on collaboration partners in vocational education reveals an intriguing dynamic. Some countries have contributed significantly in terms of the number of documents, but a high citation rate does not always accompany this. The result indicates that the quantity of publications does not always correlate with scientific quality or impact. We can see this in Indonesia, which ranked first in terms of the number of publications, with 38 documents (accounting for 17.4% of publications). However, it only generated 80 citations (accounting for 1%) with a low C/P ratio of 2.10. Indonesia indicates that, despite its high productivity, its global scientific influence remains limited. China ranked second in the number of documents, having 20 publications, which is similar to Indonesia's output; however, it has a relatively low citation rate of 77 citations. The USA was far superior in terms of scientific influence, with the highest number of citations among the 12 countries, at 240, despite having only 19 documents, which placed it below China. The United Kingdom (UK) held a strategic second position, with scientific influence based on 221 citations (accounting for 2.7% of total citations), despite having only 15 publications (accounting for 6.8% of publications), which was fewer than those of Indonesia, China, and the US. Australia produced 10 documents but managed to obtain 116 citations (accounting for 1.4% of total citations). Malaysia ranked sixth in the number of publications (9, accounting for 4.1% of publications) but has very low scientific influence, with only 10 citations (accounting for 0.1% of total citations). Germany ranked seventh in terms of the number of publications (6 documents, accounting for 2.7% of publications). However, its citation contribution was very significant, with 164 citations (accounting for 2% of total citations). This data indicates that despite the low quantity of publications, the quality of its publications is high and highly impactful, as evidenced by the large number of citations. South Africa has four publications (1.8%) and only 13 citations (0.2%). The remaining four countries in this table have three publications each: Canada, Norway, Finland, and Japan, with citations ranging from 70 to 12. Table 3 The top 12 countries with the highest number of publications Rank Country TP % TC % C/P 1 Indonesia 38 17.4% 80 1.0% 2.1 2 China 20 9.1% 77 1.0% 3.9 3 USA 19 8.7% 240 3.0% 12.6 4 United Kingdom 15 6.8% 221 2.7% 14.7 5 Australia 10 4.6% 116 1.4% 11.8 6 Malaysia 9 4.1% 10 0.1% 1.1 7 Germany 6 2.7% 164 2.0% 27.3 8 South Africa 4 1.8% 13 0.2% 3.2 9 Canada 3 1.4% 70 0.8% 23.3 10 Norway 3 1.4% 20 0.2% 6.7 11 Finland 3 1.4% 16 0.2% 5.3 12 Japan 3 1.4% 12 0.1% 4.0 Total 133 55,58% 1.016 12.5% 104.5 TP: Total publication; TC: Total citations; C/P: Average citations per publication The international collaboration network, visualized using VOSviewer in Fig. 3 , has illustrated the interaction patterns among authors from various countries who are actively involved in publications related to collaborative partnerships established in vocational schools. Authors from 61 countries were identified as contributing to publications; only 33 countries met the criteria, specifically having a minimum of two publications displayed in the collaboration network visualization. The size of the nodes represents the number of publications in each country. In contrast, the thickness of the lines connecting the nodes indicates the strength or intensity of collaboration between countries. The UK and United States emerged as the country with the widest and strongest international collaboration network among other countries. Indonesia also occupied a central position in the international collaboration network, marked by a large node that is the largest among other countries, indicating that Indonesia is the primary contributor in terms of the number of publications related to collaborative partnerships established within the partnership at SMK. Contribution by Institutions Based on the Scopus database analysis, authors contributing to publications on the theme of collaborative partnerships in vocational education come from 160 institutions or academic affiliations worldwide. This diversity indicates that the issue of collaboration and partnership in vocational schools is a topic of widespread interest in various countries. However, upon closer examination, not all institutions demonstrate the same level of productivity. Table 4 shows the 10 most productive institutions based on the total number of publications produced on this theme: Indonesia (4), China (2), Malaysia (1), Sweden (1), Australia (1), and the USA (1). Interestingly, the data have shown that several institutions from Indonesia dominate in terms of the number of publications (30 documents). This pattern reflects the enthusiasm of domestic academics toward the development of collaborative studies between schools and external parties, particularly in the context of vocational education. In fourth place, Universiti Teknologi Malaysia (UTM) contributed four publications, accounting for 2% of the total documents analysed. However, in terms of TC, UTM only received two citations. Additionally, some foreign institutions may not excel in terms of the quantity of documents they produce. Nevertheless, they may have a very high citation impact, such as at Beijing Normal University, where despite having only three publications, the number of citations is significant, originating from the paper “Influence Mechanism of Teacher Support and Parent Support on the Academic Achievement of Secondary Vocational Students” (Peng et al., 2022 ) with 26 citations. Furthermore, Linköping University has the second-highest number of citations, originating from the paper “Cross-Sector Collaboration in Upper Secondary School Vocational Education: Experiences from Two Industrial Towns in Sweden and Norway” (Rusten & Hermelin, 2017 ) with 14 citations. Table 4 Top 10 most productive institutions publishing based on the total number of publications Rank Institution Country TP % TC % C/P 1 Yogyakarta State University Indonesia 13 6% 24 0,30% 1,85 2 State University of Malang Indonesia 9 4% 23 0,29% 2,56 3 Indonesia University of Education Indonesia 8 4% 14 0,17% 1,75 4 Universiti Teknologi Malaysia Malaysia 4 2% 2 0,02% 0,50 5 Beijing Normal University China 3 1% 28 0,35% 9,33 6 Linköpings Universitet Sweden 3 1% 27 0,34% 9,00 7 Queensland University of Technology Australia 3 1% 26 0,32% 8,67 8 Sichuan University China 3 1% 23 0,29% 7,67 9 State University of Semarang Indonesia 3 1% 18 0,22% 6,00 10 Vanderbilt University USA 3 1% 12 0,15% 4,00 TP: Total publication; TC: Total citations; C/P: Average citations per publication Contribution by Journals The results of the bibliometric analysis have revealed that publications on collaborative partnerships in vocational education are found in various types of journals and proceedings, including those focused on technical and vocational disciplines as well as multidisciplinary ones. Table 5 depicts the 10 primary sources that have contributed most to the dissemination of this research. Three of the top five journals publishing the most publications on this topic are international conference proceedings, such as Journal of Physics: Conference Series (12 documents with 28 citations), AIP Conference Proceedings (7 documents with 11 citations), and IOP Conference Series: Materials Science and Engineering (6 documents with five citations). This data indicates that the topic of collaboration partnerships formed in vocational schools is often presented at scientific conferences, reflecting its dynamic, applied, and interdisciplinary nature. The Journal of Technical Education and Training (JTET) ranks second in the list of most productive journal publication sources (8 documents with 24 citations). JTET plays a significant role as a regionally based journal (Southeast Asia) that successfully addresses global themes with a focus on issues in technical and vocational education. This journal is openly accessible and indexed in Scopus at Quartile 3. Additionally, it is noteworthy that the International Journal for Research in Vocational Education and Training (IJRVET) has the highest H-index (5) among all journals, with a total of 57 citations from 7 articles, making it the journal with the most significant impact in this study. Moreover, this journal is openly accessible and indexed in Scopus, with a Quartile 2 ranking. Table 5 Top 10 most active journals publishing research related to partners in vocational schools Rank Sources H Index G Index TP TC Py_Start 1 Journal Of Physics: Conference Series 3 4 12 28 2017 2 Journal Of Technical Education And Training 3 4 8 24 2019 3 AIP Conference Proceedings 2 3 7 11 2016 4 International Journal For Research In Vocational Education And Training (IJRVET) 5 7 7 57 2017 5 IOP Conference Series: Materials Science And Engineering 1 2 6 5 2017 6 Applied Mathematics And Nonlinear Sciences 1 1 5 2 2023 7 International Journal Of Training Research 3 4 4 66 2019 8 IOP Conference Series: Earth And Environmental Science 2 2 4 6 2018 9 BMC Nursing 3 3 3 29 2019 10 Buildings And Cities 3 3 3 37 2020 H-index: an author has an h-index of ’h’ when they have h papers that have been cited h times at least. G-Index: is where the top G articles have together received G citations. TP: Total publications. TC = Total Citations. Py_Start = publication year start Contribution by Authors This section presents an analysis of the most contributing authors based on their total publications and citations, as illustrated in Table 6 , which displays the 10 most productive authors on the topic of collaborative partnerships in vocational education. The authors with the most dominant contributions in this field are from Indonesia (2), namely Yoto from the State University of Malang, who ranks first with four publications and 14 citations. Isnandar follows him, also from the same university, reinforcing the institution's position as a national research center in the field of vocational education and partnerships. This is because Indonesia is intensifying collaboration between vocational schools and various sectors, including business and industry. There are also two authors from China: Li H. (Xiamen City University), with three publications and seven citations, and Khattak SI. (Jimei University) with two publications and six citations. On the other hand, two authors excel in terms of the number of citations, namely Clarke L. (University of Westminster) and Hermelin B. (Linköping University, Sweden). Despite having only two publications, Clarke L. has 33 citations, and Hermelin B. has 24 citations. These publications indicate that their work makes a significant contribution to research in the field of vocational education partnerships. Table 6 Top 10 most productive authors Rank Author Institution/Country TP TC C/P 1 Yoto State University of Malang/ Indonesia 4 14 3.50 2 Li H. Xiamen City University/ China 3 7 2.33 3 Camarinha-Matos Nova University of Lisbon/ Portugal 2 8 4.00 4 Clarke L. University of Westminster/ United Kingdom 2 33 16.50 5 Fox R. Queensland University of Technology/ Australia 2 20 10.00 6 Hermelin B. Linköping University/ Sweden 2 24 12.00 7 Hussain M. Universiti Pendidikan Sultan Idris/ Malaysia 2 5 2.50 8 Isnandar State University of Malang/ Indonesia 2 4 2.00 9 Khan A. Bahria University/ Pakistan 2 7 3.50 10 Khattak SI. Jimei University/ China 2 6 3.00 TP: Total publication; TC: Total citations; C/P: Average citations per publication The annual publications and citations of the top 10 authors are shown in Fig. 4 . Yoto is the author with the most publications (4 documents). His first publication on this topic was recorded in 2018, and he continued to write actively until 2024. Clarke L. and Hermelin B. received attention for having the most citations. Although they only published two articles, they have a relatively high number of citations. Clarke L., who has been publishing since 2015, demonstrates that her work remains a reference to this day, signifying the scientific resilience of her contributions. Similarly, Hermelin B., who began playing an active role in 2017, also recorded a sustainable impact. The collaboration network between authors on the topic of collaboration in vocational education is visualized in Fig. 5 , where each node represents an author. The size of a node indicates the total number of publications produced, while the thickness of the connecting lines between nodes represents the strength of collaboration based on the number of joint works. This network comprises authors who have published at least two scientific works on this topic, resulting in a total of at least 23 authors. There are 14 clusters, with the largest and most connected being Cluster 1 (red), centered around Yoto, who collaborates closely with authors Suyetno A., Romadin A., and Paryono. There are two clusters with three authors: Cluster 2 (green) with authors Pardjono, Sudira P., and Samsudi, and Cluster 3 (blue) with authors Camarinha-Matos LM, Sarraipa J., and Zamiri M. Additionally, there are five clusters with two authors and three clusters with one author. The most influential articles An analysis of the most impactful articles was conducted by evaluating TC and TC/Year for the top ten documents in Table 7 . This article's list represents a significant contribution to the topic of collaborative partnerships in vocational education, providing a foundation for further research and development. The most influential article is the work by López & Rodríguez-López ( 2020 ) on The Relevance of Transversal Competences in Vocational Education and Training: A Bibliometric Analysis, published in the journal Empirical Research in Vocational Education and Training. This article received 42 citations, averaging 8.4 per year. The second position is held by an article by Schröder ( 2019 ), which also stands out with 33 citations and an average of 5.5 citations per year. This article addresses the issue of developing Technical and Vocational Education and Training (TVET) systems in the context of the Industry 4.0 revolution, with a focus on regional transformation in Asia. Other articles with a noticeable citation impact include Shaidullina et al. ( 2015 ) with 26 citations (2.6/year), emphasizing the integration of vocational schools and industry; Pavlova ( 2019 ) with 25 citations (4.17/year) on the skills needed in sustainable industries; and Peng et al. ( 2022 ) with 24 citations (8.0/year). The paper is interesting because of the high average annual citations despite being published in 2022, indicating a rapid and strong academic response regarding teacher and parent support for vocational students. Table 7 The Information on the top 10 most cited relevant papers CR Author Document Title Journal Title TC TC/ Year DOI 1 (López & Rodríguez-López, 2020 ) The Relevance of Transversal Competences in Vocational Education and Training: A Bibliometric Analysis Empirical Research in Vocational Education and Training 42 8.40 https://doi.org/10.1186/s40461-020-00100-0 2 (Schröder, 2019 ) A Regional Approach for the Development of TVET Systems in the Light of the 4th Industrial Revolution: The Regional Association of Vocational and Technical Education in Asia International Journal of Training Research 33 5.50 https://doi.org/10.1080/14480220.2019.1629728 3 (Shaidullina et al., 2015 ) Model of Vocational School, High School and Manufacture Integration in the Regional System of Professional Education Review of European Studies 26 2.60 https://doi.org/10.5539/res.v7n1p63 4 (Pavlova, 2019 ) Emerging Environmental Industries: Impact on Required Skills and TVET Systems International Journal of Training Research 25 4.17 https://doi.org/10.1080/14480220.2019.1639276 5 (Peng et al., 2022 ) Influence Mechanism of Teacher Support and Parent Support on the Academic Achievement of Secondary Vocational Students Frontiers in Psychology 24 8.00 https://doi.org/10.3389/fpsyg.2022.863740 6 Schwendimann et al. ( 2018 ) The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review International Journal for Research in Vocational Education and Training 19 2.71 https://doi.org/10.13152/IJRVET.5.1.2 7 (Rusten & Hermelin, 2017 ) Cross-Sector Collaboration in Upper Secondary School Vocational Education: Experiences from Two Industrial Towns in Sweden and Norway Journal of Education and Work 14 1.75 https://doi.org/10.1080/13639080.2017.1366647 8 (Jules, 2015 ) Educational Exceptionalism in Small (and Micro) States: Cooperative Educational Transfer and TVET Research in Comparative and International Education 13 1.30 https://doi.org/10.1177/1745499915571706 9 (Pylväs & Nokelainen, 2017 ) Finnish WorldSkills Achievers’ Vocational Talent Development and School-to-Work Pathways International Journal for Research in Vocational Education and Training 11 1.38 https://doi.org/10.13152/IJRVET.4.2.1 10 (Persson & Hermelin, 2022 ) Decentralised Cooperation Between Industries and Local Governments in a Statist Skill-Formation System: An Analysis of Industrial Schools in Sweden Journal of Vocational Education & Training 10 3.33 https://doi.org/10.1080/13636820.2020.1829007 CR: Citation ranking, TC: Total citations Although these articles are considered highly influential, the total number of citations they have received is still not in the hundreds, as is commonly seen with other established topics. The evidence indicates that the still relatively moderate citation rate is actually a sign that further research has great potential to contribute novelty, both locally and internationally, as shown in Table 8 . displaying the most frequently cited documents, both locally (within the analyzed document collection) and globally (across the entire Scopus database), so that researchers who wish to delve deeper into the partners who should be involved in collaborating with vocational schools can refer to the research by Pavlova ( 2019 ), Postiglione & Tang ( 2019 ), and Rusten & Hermelin ( 2017 ) as primary references to strengthen the theoretical foundation and scientific novelty in this field. This feature is also illustrated in Fig. 6 . Table 8 Top ten most locally and globally cited references No Document Year Local Citations Global Citations 1 Pavlova M, 2019 , Int J Train Res 2019 2 25 2 Postiglione G, 2019 , Int J Train Res 2019 2 7 3 Rusten G, 2017 , J Educ Work 2017 1 14 4 Persson B, 2022 , J Vocat Educ Train 2022 1 10 5 Schröder T, 2019 , Int J Train Res 2019 0 33 6 Shaidullina Ar, 2015, Rev Eur Stud 2015 0 26 7 Peng X, 2022, Front Psychol 2022 0 24 8 Schwendimann Ba, 2018, Inter J Res Voc Educ Train 2018 0 19 9 Jules Td, 2015 , Res Comp Int Educ 2015 0 13 10 Pylväs L, 2017 , Inter J Res Voc Educ Train 2017 0 11 The structure of historical direct citations from 16 articles with the highest local and global citations in the public publication set is visualized in Fig. 6 , where each node represents a paper, and the largest node is the primary reference connected to the other nodes, illustrating the direct citation relationships between these papers. This network helps identify articles that are foundational to the theory or essential references in the subsequent development of the literature. There are three clusters with at least two authors citing the primary reference, namely: (1) Cluster 1 (Blue), research by Postiglione & Tang ( 2019 ), which inspired Hussain et al. ( 2021 ), continued to Fan et al. ( 2024 ), and Oroh et al. ( 2023 ). This arrangement means that Postiglione has contributed to the creation of a continuous research stream; (2) Cluster 2 (Green), the article by Rusten & Hermelin ( 2017 ), became the initial citation center influencing Persson ( 2022 ) and then spreading to recent research such as Wahjusaputri et al. ( 2024 ). This evidence indicates that Rusten's article served as the starting point for a discourse within a subtopic that continued to evolve until the 2024 publication; and (3) Cluster 3 (Purple), Pavlova ( 2019 ) article, has demonstrated long-term influence, being cited by at least two contemporary authors, such as Ma de Fátima P-V (2025) and Mutohhari et al. ( 2025 ). Thus, the three clusters have created an intellectual lineage that demonstrates logical continuity and the progressive development of research themes. This cluster suggests that certain areas within this literature have developed scientific communities, as evidenced by direct citations. The artwork was generated with Biblioshiny (2025) Keywords and Terms Analysis At this stage, we set a minimum threshold of four keyword appearances in publications. Meaning that keywords used together in more than four publications with different documents will appear as trends. The study aims to ensure that the research focus on the topic of collaborative partnerships in vocational education is based on stable and consistent literature trends, and setting this threshold also supports the creation of a more organized keyword network map, where each analyzed term has a sufficiently solid connection to form clusters, making it easier to identify key themes. Additionally, we also screened keywords considered irrelevant to the study's primary focus. Keywords that are too general, technical from other fields, or do not directly reflect the direction or trends of research in collaborative partnerships are removed from the analysis to make the resulting visualization more focused and meaningful. This result aligns with the bibliometric analysis conducted by Van et al. ( 2022 ), which suggested that when building this network, authors need to remove phrases that cannot accurately reflect research trends. We have utilised the VOSviewer software to visualize these keywords, as illustrated in Fig. 7 . These keywords were obtained from the title, abstract, and keywords found in the article. Out of a total of 1,465 extracted keywords, 25 met the threshold criteria and aligned with the research focus. Based on the results of this mapping, four main clusters emerged from the 25 selected publications. There are four clusters, with the largest group being red, followed by green, blue, and yellow groups. These results showed that the research focus is divided into four groups, namely: (1) The first cluster (Red) consists of nine items with the keywords "Vocational Education and Training," "Cooperation," and "General Practitioner," which are the most frequent keywords in the red group. It means that these keywords are the focus of the first research, indicating that vocational education and training remains a primary research focus; (2) The second cluster (Green) consists of six items with the keywords "Vocational Schools," "Industry-school collaboration," and "Higher Education," which are the most frequent in the green group. It means that these keywords are the focus of the second research, focusing on collaboration between vocational schools and industry and its connection to higher education, indicating a research orientation toward strengthening the synergy between the education and business sectors; (3) The third cluster (Blue) consists of six items with the keywords "Curriculum," "Personnel Training," and "Apprentices," which are the largest keywords in the blue group. It means that these keywords are the focus of the third research study and reflect the importance of improving human resource quality through curriculum design that is relevant to labor market needs; and (4) The fourth cluster (Yellow) consists of four items with the keywords "Collaboration," "Public Relations," and "Public-Private Partnership," which are the largest keywords in the yellow group. It means that these keywords are the focus of the fourth research study, emphasizing the importance of external support in developing a competitive vocational education ecosystem. We also present detailed data in Table 9 , which lists the keywords included in each cluster, along with their number of occurrences and the strength of the links between them. This analysis indicates that the direction of research in vocational education collaboration partnerships is developing toward multi-stakeholder integration. Collaboration connecting schools, businesses, universities, communities, and the government is key to creating graduates who are competitive, adaptable, and relevant to global needs. Table 9 Keywords and The Number of Occurrences Along with the Link Strength No Keyword Occurrences Total Link Strength Cluster 1: Red 1 Cooperation 20 56 2 Family 4 8 3 General Practitioner 7 18 4 Government 4 12 5 Health Practitioner 4 13 6 International Cooperation 5 11 7 Organization 5 14 8 Rural population 4 9 9 Vocational Education and Training 115 137 Cluster 2: Green 1 Higher education 7 13 2 Industry-school collaboration 23 28 3 Internship 4 10 4 Partnership 6 8 5 School-enterprise cooperation 4 4 6 Vocational schools 24 23 Cluster 3: Blue 1 Apprentices 12 15 2 Curriculum 23 62 3 Personnel Training 14 29 4 Teaching 11 28 5 University Students 4 7 6 University-Industri Collaboration 4 5 Cluster 4: Yellow 1 Collaboration 14 35 2 Community-Institutional Relations 5 22 3 Public Relations 12 44 4 Public-Private Partnership 6 9 We also presented research trends by year, as shown in Fig. 8 , through keywords. This illustration displays the trend of research keywords related to collaborative partners in vocational education for the period 2015–2023. The horizontal line represents the time range during which the keyword was used. At the same time, the bubbles indicate the frequency of their appearance in a given year, with the size proportional to the number of publications. This trend analysis has revealed a shift in research focus from general themes, such as public relations and community cooperation in the early period, to more strategic collaborations, including industry-school partnerships and higher education initiatives, in recent years. Thus, the direction of research in the field of vocational education is increasingly emphasizing the importance of multi-stakeholder synergy in building a more optimal vocational education ecosystem. Discussion This finding reveals that research on collaborative partners established through partnerships in vocational high schools remains relatively limited (see Fig. 2 ), as evidenced by the significantly lower cumulative trend in publications and citations compared to other education topics. This condition indicates that the field of research is still in the stage of developing scientific discussion, so the contribution of researchers who wish to learn more about this issue has great potential in shaping the direction and conceptual framework for the future. The present situation can also be understood as a significant opportunity for researchers to address research gaps that have not been extensively studied, particularly in SMK, which remains an area of ongoing development and offers significant scope for further exploration. The relatively small number of citations in the field of collaborative partnerships in vocational education cannot be directly interpreted as an indicator of the low relevance or benefit of this research. However, it's possible to view this situation as a chance to expand the network of related knowledge. One publication that served as a landmark paper and a primary reference in the discourse on vocational education collaboration is Rusten & Hermelin ( 2017 ) perspective. While this study highlights the significant role of industry-education collaboration in preparing employable youth and supporting socio-economic sustainability, it also acknowledges the practical challenges inherent in implementing such collaborations. In other words, the lack of citations is more likely to indicate an early stage of the research life cycle compared to a well-established central theme. As for the dominant theme, it was evident that Vocational Education Training (VET) consistently emerges as the central point (Red cluster) connected to cross-sectoral collaboration, partnerships, and cooperation, whether related to curriculum, training, or relationships with industry, government, and the community (see Fig. 7 ). Meanwhile, a systematic review study by Hussain et al. ( 2021 ) revealed 231 papers on VET. However, Pavlova ( 2019 ) emphasized that TVET has played a crucial role, as it bridges formal basic education with either employment or further studies, and also links traditional and emerging occupations. Its significance lies in its emphasis on middle-skill jobs, flexible delivery methods, and strong industry partnerships through internships, apprenticeships, and workplace training. Therefore, the findings of this study support the idea that the success of vocational education relies heavily on collaboration among multiple stakeholders, which positions VET as a strategic focus. Furthermore, mapping the study with a summary of the findings and implications for future research has revealed that collaboration in vocational education is characterised by several findings closely related to partnerships (as shown in Table 9 ). These themes represent the leading actors involved in strengthening the implementation of vocational education, namely: (1) Industry-School Collaboration. This dominant theme emerged from keywords such as industry-school collaboration, internship, and school-enterprise cooperation. Many previous studies have emphasized that collaboration between schools and industry is the most critical bridge to ensure graduates have skills that meet the needs of the business and industrial world (Gessler, 2017 ; Hussain et al., 2021 ; Lavía et al., 2021 ; Mahmudah et al., 2022 ; Rusten & Hermelin, 2017 ; Sumbodo et al., 2018 ). In other words, what makes VET distinctive was the integration of school- and work-based actors (teachers and supervisors) along with the blending of learning activities across both settings (Pylväs & Nokelainen, 2017 ; Schwendimann et al., 2018 ; Sudana et al., 2019 ). This implies that vocational schools should have established effective communication, coordination, and collaboration with industry (Maruanaya & Hariyanto, 2020 ). In terms of curriculum in Indonesia, the effective implementation of the Merdeka Curriculum in vocational education has been achieved through the active involvement and collaboration of industry stakeholders (Yoto et al., 2024 ). In addition, although Uganda recognized the importance of TVET collaboration in improving the quality of human resources, it lacks a comprehensive and coordinated policy to regulate partnerships between vocational institutions and industry. As a result, institutions pursued cooperation through their initiatives without standardized procedures (Moses, 2016 ). Therefore, collaboration between schools and industry is not only technical but also requires precise coordination so that the partnership can be long-lasting, consistent, and have a broad impact on the quality of resources. (2) School-Government Collaboration. Keywords such as "government," "organization," and "cooperation" emphasize the government's role as a key partner in creating regulations, competency standards, and policies for revitalizing vocational education, which could enhance the delivery of TVET programs (Lu & Wang, 2023 ; Pavlova, 2019 ). Additionally, the government played a vital role in fostering collaboration by providing strong incentives that encouraged small and medium enterprises to partner with TVET institutions (Postiglione & Tang, 2019 ). (3) School-Community Collaboration. Although emerging with lower intensity, keywords such as "family" and "rural population" indicate that the community and families also play a role in supporting vocational education. The promotion of vocational education and training has contributed to shifting public perceptions and reducing bias toward TVET (Fan et al., 2024 ), as vocational schools were closely linked to industry as the primary user of their graduates (Yoto, 2016). As Rapp & Knutas ( 2023 ) research has shown, when VET students begin apprenticeships alongside their studies in the first term, it strengthens their connection to community life early on. Starting practical training at this stage allows them to engage with society immediately, rather than postponing it. (4) School-University Collaboration. This theme is evident in the keywords "university students," "curriculum," and "personnel training." The relationship between vocational schools and universities demonstrates a hierarchical flow in the development of teaching staff competencies. Universities and industry must collaborate to enhance institutional quality, expand student employment opportunities, and support faculty members' academic growth (Asmara & Wu, 2020 ). In line with the research by Alphonsus & Schmees ( 2025 ), this study underscored the vital role of vocational colleges as community builders, serving as spaces where relevant expertise can be developed. (5) School—public-private partnership. The emergence of keywords such as "public relations," "collaboration," and "public-private partnership" indicates the need to build trust, a positive image, and strategic communication between schools, the private sector, and the wider community; several evaluated sectoral partnerships included collaborations between nonprofit organizations and local industry partners (Soliz, 2023 ). This collaboration is not limited to the business and industry world; the country's high school-level vocational education network also includes institutions from the public and private sectors, as well as civil society organisations, NGOs, labour unions, and business associations (Uemura & Comini, 2021 ). In the study by Melesse et al. ( 2023 ), participation in capacity-building initiatives, particularly Public-Private Development Partnerships (PPDP), has become a government strategy in developing countries to enhance investment in TVET and address existing gaps in both the vocational education and labor markets. Not only were industries and governments involved, but society as a whole was also participating. Everyone in society was responsible for the education system, so they must strive with all their might to achieve the best quality of education (Sumarsono, 2017 ). Furthermore, vocational schools face more complex challenges related to the readiness of their graduates to enter the workforce. Supporting competitive vocational high school graduates is crucial. Such an objective requires strong collaboration between schools and all elements of society, such as parents, alumni, the local community, the community surrounding the school, and the business and industrial sector (Cleveland et al., 2023 ; Martinelli et al., 2022 ; Persson & Hermelin, 2022 ; Schröder, 2019 ; Timan et al., 2024 ; Ulfah et al., 2023 ). As such, the joint efforts of stakeholders within the education and employment systems play a crucial role in narrowing the skills gap between the competencies produced by educational institutions and the demands of the labor market (Paudel et al., 2025 ). Additionally, serving as a bridge between school-based and workplace-based learning, while also ensuring the overall quality of the system remains intact (Sauli, 2021 ). Conclusion, limitations, and future research directions This study systematically analyzed 219 Scopus-indexed documents on collaborative partners' vocational schools using bibliometric techniques, including bibliographic coupling, co-citation analysis, and co-occurrence analysis. The primary results of this study are: 1) This field has shown relatively consistent growth in publications. However, the number remains relatively limited, with no more than 40 publications in the last decade. However, the citation trend actually declined significantly after 2019, despite the number of publications remaining stable or even increasing; 2) The leading countries in terms of citation impact on studies related to this topic are the USA and the United Kingdom. However, in terms of total publications, Indonesia has the highest number. Indonesia also occupied a central position in the international collaboration network; 3) Although Yoto is the most prolific author in terms of publication count, the researchers who have had the most significant influence on research trends are Clarke L. and Hermelin B., as evidenced by their publications receiving the highest number of citations; and 4) While also mapping the dominant themes of collaboration: school–industry, school–government, school–community, school–university, and school–private sector/public relations. These five collaboration patterns represent different efforts to strengthen graduates' readiness for the workforce, build educational social networks, and enhance the relevance of the curriculum. This study highlights the importance of establishing a comprehensive framework for collaboration in vocational education. Strengthening partnerships across multiple stakeholders is not merely an option but a necessity to ensure the sustainability and competitiveness of vocational high schools. Future efforts should therefore focus on fostering innovative and context-sensitive models of collaboration that can continuously adapt to evolving educational and labor market demands. Finally, this study has several limitations, namely, it relies solely on Scopus data, employs keyword-based theme mapping, which may not fully capture the content, and emphasises quantitative measures, such as publication trends and citations, without evaluating content quality or methodology. These gaps present opportunities for future research that combines bibliometric analysis with systematic reviews to gain a more comprehensive understanding of vocational education collaboration. Furthermore, research on under-explored areas of collaboration, such as family and rural populations, as well as multilevel collaboration among governments, universities, and communities, will contribute to the development of a sustainable vocational education ecosystem. Abbreviations C/P Average citations per publication SMK Vocational High Schools TC Total citations TP Total publication TVET Technical and Vocational Education and Training VET Vocational Education Training Declarations Competing interests The authors declare that they have no competing interests. Funding None Author Contribution SM conceptualized the research, collected data, and conducted the data analysis stages. RB provided guidance at each stage of the research and reviewed the manuscript. AT provided supervision and input for improving the manuscript. 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R., & Korshunova, I. V. (2015). Model of Vocational School, High School and Manufacture Integration in the Regional System of Professional Education. Review of European Studies , 7 (1). https://doi.org/10.5539/res.v7n1p63 Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & the PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: Elaboration and explanation. BMJ , 349 (jan02 1), g7647–g7647. https://doi.org/10.1136/bmj.g7647 Shi, Y., & Bangpan, M. (2022). Young People’s Participation Experiences of Technical and Vocational Education and Training Interventions in Low- and Middle-Income Countries: A Systematic Review of Qualitative Evidence. Empirical Research in Vocational Education and Training , 14 (1), 8. https://doi.org/10.1186/s40461-022-00136-4 Soliz, A. (2023). Career and Technical Education at Community Colleges: A Review of the Literature. AERA Open , 9 (1), 1–17. https://doi.org/10.1177/23328584231186618 Spöttl, G., & Windelband, L. (2020). The 4th industrial revolution – its impact on vocational skills. Journal of Education and Work , 34 (1), 29–52. https://doi.org/10.1080/13639080.2020.1858230 Sudana, I. M., Apriyani, D., & Nurmasitah, S. (2019). Revitalization of Vocational High School Roadmap to Encounter the 4.0 Industrial Revolution. The Journal of Social Sciences Research , 52 , 338–342. https://doi.org/10.32861/jssr.52.338.342 Suharno, Pambudi, N. A., & Harjanto, B. (2020). Vocational Education in Indonesia: History, Development, Opportunities, and Challenges. Children and Youth Services Review , 115 , 105092. https://doi.org/10.1016/j.childyouth.2020.105092 Sumarsono, R. B. (2017). Partnership of Parents and Madrasah to Realize the Quality of Education. Paper presented at 2nd International Conference on Educational Management and Administration (CoEMA 2017), Malang, Indonesia. https://doi.org/10.2991/coema-17.2017.1 Sumarsono, R. B., Imron, A., Wiyono, B. B., & Arifin, I. (2016). Parents’ Participation in Improving the Quality of Elementary School in the City of Malang, East Java, Indonesia. International Education Studies , 9 (10), 256. https://doi.org/10.5539/ies.v9n10p256 Sumarsono, R. B., Timan, A., Sunarni, S., Prestiadi, D., Muharam, S., Bhayangkara, A. N., Amanulloh, M. J. A., & Ubaidillah, E. (2025). Analyzing the Interplay of School Culture and Teacher Communication in Enhancing School Effectiveness through Parental Involvement: A Bibliometric Study. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan , 11 (02), 315–328. https://doi.org/10.32678/tarbawi.v11i02.11419 Sumbodo, W., Pardjono, Samsudi, & Rahadjo, W. D. (2018). Implementation of Partnership Management Model of SMK (Vocational High School) with Existing Industries in Mechanical Engineering Expertise in Central Java. Paper presented at Proceedings of the 6th International Conference on Education, Concept, and Application of Green Technology , 1941 , 020038. https://doi.org/10.1063/1.5028096 Timan, A., Maisyaroh, M., Benty, D. D. N., Adha, M. A., Valdez, A. V., & Saputra, B. R. (2024). The Role of Parents and Communities in Promoting Entrepreneurial Careers for Vocational High School Students. International Journal of Evaluation and Research in Education (IJERE) , 13 (4), 2326. https://doi.org/10.11591/ijere.v13i4.28462 Türkoğlu, C., & Aykut, A. (2025). Photodynamic Therapy in Ocular Oncology: A Bibliometric Analysis (1987–2024). Photodiagnosis and Photodynamic Therapy , 54 , 104654. https://doi.org/10.1016/j.pdpdt.2025.104654 Uemura, M. R. B., & Comini, G. M. (2021). Determining Factors in the Performance of Integrated Vocational Education Schools. Revista de Gestão , 29 (2), 102–116. https://doi.org/10.1108/REGE-12-2020-0123 Ulfah, Y. F., Trisnawati, S. N. I., & Arrohman, S. R. (2023). The Relationship between Vocational High Schools and the Community as an Effort to Improve the Quality of Education. International Journal of Multicultural and Multireligious Understanding , 10 (5), 86–92. https://doi.org/10.18415/ijmmu.v10i5.4553 Van, T. P., Tran, T., Phuong, T. T. T., Ngoc, A. H., Thi, T. N., & Phuong, T. L. (2022). Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis. Journal on Efficiency and Responsibility in Education and Science , 15 (4), 251–265. https://doi.org/10.7160/eriesj.2022.150406 Visser, M., Van Eck, N. J., & Waltman, L. (2021). Large-Scale Comparison of Bibliographic Data Sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic. Quantitative Science Studies , 2 (1), 20–41. https://doi.org/10.1162/qss_a_00112 Wahjusaputri, S., Rahmanto, M. A., Suciani, S., & Kustantini, S. (2024). Implementation of the 8+i Link and Match Vocational School Program. Journal of Education and Learning (EduLearn) , 18 (1), 72–78. https://doi.org/10.11591/edulearn.v18i1.20829 Yahya, M., & Yasdin, Y. (2015). Patterns of Vocational Education Partnership in the Era of Decentralization: Paper presented at 3rd UPI International Conference on Technical and Vocational Education and Training (TVET), Bandung, Indonesia. https://doi.org/10.2991/ictvet-14.2015.32 Yoto. (2019). SMK Partnership with Industry to Improve Graduate Quality in Facing ASEAN Economic Community . Paper presented at Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018), Yogyakarta, Indonesia. https://doi.org/10.2991/iccie-18.2019.95 Yoto, Marsono, Suyetno, A., Mawangi, P. A. N., Romadin, A., & Paryono. (2024). The Role of Industry to Unlock the Potential of the Merdeka Curriculum for Vocational School. Cogent Education , 11 (1), 2335820. https://doi.org/10.1080/2331186X.2024.2335820 Yoto, Suyetno, A., Wibawa, A. P., Paryono, & Romadin, A. (2024). Unveiling the Distinctive Impact of Vocational Schools Link and Match Collaboration with Industries for Holistic Workforce Readiness. Open Education Studies , 6 (1). https://doi.org/10.1515/edu-2024-0045 Yusoof, M. (2013). Designing Vocational Education (Vocational skill) Program. Electronic Journal of Vocational Colleges , 3 (2). https://dergipark.org.tr/tr/pub/ejovoc/issue/5391/73109 Zhao, B., & Zhou, J. (2024). Research Hotspots and Trends in Digitalization in Higher Education: A Bibliometric Analysis. Heliyon , 10 (21). https://doi.org/10.1016/j.heliyon.2024.e39806 Zhao, Y. (2023). Research on Effective Teaching in Vocational Education from the Perspective of School-Enterprise Cooperation. Region - Educational Research and Reviews , 5 (3), 202. https://doi.org/10.32629/rerr.v5i3.1348 Zupic, I., & Čater, T. (2015). Bibliometric Methods in Management and Organization. Organizational Research Methods , 18 (3), 429–472. https://doi.org/10.1177/1094428114562629 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7514517","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":533596962,"identity":"64f3ebf6-4449-4b7d-a04d-ec3fea3f1a17","order_by":0,"name":"Suhari Muharam","email":"data:image/png;base64,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","orcid":"","institution":"State University of Malang","correspondingAuthor":true,"prefix":"","firstName":"Suhari","middleName":"","lastName":"Muharam","suffix":""},{"id":533596963,"identity":"6edb1d1b-2548-4a47-a2da-efbb19abcb09","order_by":1,"name":"Raden Bambang Sumarsono","email":"","orcid":"","institution":"State University of Malang","correspondingAuthor":false,"prefix":"","firstName":"Raden","middleName":"Bambang","lastName":"Sumarsono","suffix":""},{"id":533596964,"identity":"ea8b0a5a-075f-403b-b927-076dc6d14c9b","order_by":2,"name":"Agus Timan","email":"","orcid":"","institution":"State University of Malang","correspondingAuthor":false,"prefix":"","firstName":"Agus","middleName":"","lastName":"Timan","suffix":""}],"badges":[],"createdAt":"2025-09-02 07:23:22","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7514517/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7514517/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":94354924,"identity":"c244a901-48f9-4f03-a282-ff29d91c2e34","added_by":"auto","created_at":"2025-10-27 12:56:47","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":21642,"visible":true,"origin":"","legend":"\u003cp\u003eData collection process\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/9cb8f88cbea337c4c31d3bfa.png"},{"id":94354960,"identity":"cc5037d0-a923-41c9-bc3c-d643220e62d0","added_by":"auto","created_at":"2025-10-27 12:56:51","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":102206,"visible":true,"origin":"","legend":"\u003cp\u003eThe bar chart shows the annual number of publications and their cumulative citations\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/37773cecd5199942fc1bbc6b.png"},{"id":94354554,"identity":"1e195dc6-f2e2-4295-a92a-850cf562226f","added_by":"auto","created_at":"2025-10-27 12:55:50","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":227389,"visible":true,"origin":"","legend":"\u003cp\u003eInternational cooperation network in collaborative partners established through partnerships in vocational education. Artwork generated with VOSviewer (2025)\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/4d04c3aaa50e1130806ba2c3.png"},{"id":94354794,"identity":"c85e3bbe-2f65-445d-bc85-1a547d46e51f","added_by":"auto","created_at":"2025-10-27 12:56:21","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":31041,"visible":true,"origin":"","legend":"\u003cp\u003eThe top 10 most productive authors over the time\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/fea70ef6afb99425c2ab9418.png"},{"id":94354898,"identity":"db5a1829-d553-405e-b830-a23034abcd83","added_by":"auto","created_at":"2025-10-27 12:56:41","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":72263,"visible":true,"origin":"","legend":"\u003cp\u003eCo-authorship network of 34 scholars with at least two publications related to collaborative partners established through partnerships in vocational education.\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/c944627d77cc9d583833d7af.png"},{"id":94354972,"identity":"46c9d919-ad10-4eda-9779-c6edcda144c2","added_by":"auto","created_at":"2025-10-27 12:56:55","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":98507,"visible":true,"origin":"","legend":"\u003cp\u003eHistorical direct citation network of the 16 most local cited papers in the published collection.\u003c/p\u003e\n\u003cp\u003eThe artwork was generated with Biblioshiny (2025)\u003c/p\u003e","description":"","filename":"6.png","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/f2253ba6814303acd0d7d74c.png"},{"id":94354927,"identity":"ab4f3d87-abd5-44a7-a014-4cc37e65c4ec","added_by":"auto","created_at":"2025-10-27 12:56:48","extension":"png","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":365214,"visible":true,"origin":"","legend":"\u003cp\u003eCo-occurrence network of the most popular keywords period 2015–2025.\u003c/p\u003e","description":"","filename":"7.png","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/886f07c5b9658332e79055de.png"},{"id":94355038,"identity":"9e7f5eb3-4f69-46f3-8519-55f90c1156b8","added_by":"auto","created_at":"2025-10-27 12:57:03","extension":"png","order_by":8,"title":"Figure 8","display":"","copyAsset":false,"role":"figure","size":57743,"visible":true,"origin":"","legend":"\u003cp\u003eTopic trend of the publication collection related to collaborative partners established through partnerships in vocational education. The artwork was generated with Biblioshiny.\u003c/p\u003e","description":"","filename":"8.png","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/51b5aab515fa6d5ada38ebab.png"},{"id":94440265,"identity":"aba51cac-5fff-4774-8018-5777cbf4974f","added_by":"auto","created_at":"2025-10-27 14:23:45","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2183692,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7514517/v1/df9aa898-5552-4be7-859b-d445d47d9865.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring Collaborative Partners in Vocational Schools: A Bibliometric Mapping of Global Literature","fulltext":[{"header":"Introduction","content":"\u003cp\u003eVocational education refers to school programs designed to equip students with practical skills for specific professions or jobs, emphasizing hands-on experience over theoretical knowledge, thereby playing a crucial role in student development and workforce preparation (Ariansyah et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Yoto, Marsono, et al., 2024). Vocational education in Indonesia is synonymous with Vocational High Schools (SMK), which are formal educational institutions that play a strategic role in preparing competitive graduates with skills relevant to the workforce, thereby contributing to the development of skilled and highly competitive human resources (Sudana et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Timan et al., \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Yoto, Marsono, et al., 2024). To produce graduates who are suitable and responsive to labour market needs, collaboration is required between educational institutions and various external parties, including the business and industrial sector, government, community organisations, and local communities (Nyk\u0026auml;nen et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Puspitaningsih et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). All these components must strive to the best of their ability to achieve the highest quality of education (Nurlaiva \u0026amp; Sumarsono, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Thus, vocational education has demanded strong synergy between parties to meet the demands of the times and the needs of the workforce.\u003c/p\u003e\u003cp\u003eIn principle, vocational schools are designed to equip their graduates with not only theoretical knowledge but also technical skills that are ready to be applied in the workplace, as the global industry increasingly demands workers with specialized skills, which were often obtained through vocational education (Beer \u0026amp; Mulder, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Li \u0026amp; Pilz, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sp\u0026ouml;ttl \u0026amp; Windelband, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This was supported by research conducted by Boruah (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), which stated that vocational education refers to skills-based training that prepares individuals for specific jobs. This addresses skill gaps in the workforce, especially in the informal sector, thereby increasing opportunities for decent work and self-reliance (Yusoof, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Mastering skills and expertise in a specific field professionally enhanced an individual's competitiveness in entering the job market in the era of free trade (Shi \u0026amp; Bangpan, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Yahya \u0026amp; Yasdin, 2015). As the industry\u0026rsquo;s demand for skilled, flexible, and adaptable workers grows, it has become increasingly clear how important it is for vocational schools to prioritize preparing their graduates with the necessary skills to be job-ready, thereby playing a crucial role in developing competencies and cultivating skilled workers (Shaidullina et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Yoto, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). By preparing graduates with skills that meet industry needs, vocational high schools are becoming one of the main pillars in producing excellent and productive human resources in the future.\u003c/p\u003e\u003cp\u003eGiven the importance of preparing competitive graduates, schools have needed to establish collaborations or partnerships with external parties to enhance the relevance of vocational education to the workforce's needs and improve its quality (Suharno et al., 2020; Yoto, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Collaboration has fostered effective work-based learning in vocational education (Buligina \u0026amp; Sloka, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), aligning educational outcomes with industry needs, which ultimately has led to graduates who are ready to work with the appropriate skills in a competitive job market (Ferns et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Yoto, Suyetno, et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This statement is also supported by previous research by AR et al. (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), which emphasized that establishing partnerships between vocational schools and the business sector has been an effective strategy for enhancing graduates' competencies and adapting educational outcomes to labour market demands through collaborative programs and working mechanisms. This argument is further reinforced by recent studies, which explain that close partnerships between schools and external stakeholders, such as DUDI, local communities, and government agencies, can improve the quality of education and graduates' work skills (Pryhodii, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Sumarsono et al., \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Y. Zhao, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Other research findings also emphasized the importance of strengthening collaboration between educational institutions and the workforce, as well as improving alignment between various learning environments (Hiim, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Mustafa et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Previous research findings have confirmed that school collaboration with multiple parties is not merely a short-term strategy, but rather the foundation for the sustainability of vocational education. With the support of all elements, graduates can be assured of being more adaptable to the job market's dynamics.\u003c/p\u003e\u003cp\u003eAlthough the importance of partnerships in vocational education has been widely discussed in the literature, collaboration between schools and external parties has been considered a key strategy for bridging the gap between graduates' skills and labour market needs (AR et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Dalimunthe et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). However, it is interesting to identify the potential collaboration partners who can provide support in various forms, such as curriculum alignment, practical work facilities, technology transfer, career guidance, or character building for students. According to Alkaher \u0026amp; Gan (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), strategic partnerships among the government, civil society, and the private sector were crucial for jointly promoting educational advancement in vocational schools. Therefore, this study will present a bibliometric review related to the elements of collaborative partners that can contribute to building a vocational education ecosystem. Bibliometric analysis enabled researchers to identify publication trends, authors, countries, key terms, as well as research areas and gaps that remain unaddressed (Gessler et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This analysis serves as a strategic step in identifying the role of collaborative partners in building vocational education.\u003c/p\u003e\u003cp\u003eTo understand the direction of this research in depth and systematically, a bibliometric approach was used as an appropriate analytical tool to achieve the objectives of this study, namely, to map the collaborative partnerships formed in vocational schools to reveal the direction of research, opportunities for collaboration, and potential innovations that can be used as a basis for further research, and to explain several relevant topics in this field. This study maps scientific articles listed in the Scopus-indexed database, which we have chosen because it is a leading publisher of high-quality scientific content, has broader document coverage, and is most widely used by researchers in bibliometric analysis (Alshater et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Van et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Therefore, the objectives of this study are designed to present the research as follows: (1) analyzing the structure of publication trends, citation trends, authors, journals, and countries related to collaboration partners participating in vocational schools over the past decade based on the Scopus database; (2) to analyze the dominant thematic focus related to collaborative partners participating in vocational schools; and (3) to map the study with a summary of the findings and implications for future research.\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003eThis study employed a bibliometric analysis approach, a technique that is increasingly used as a tool and foundation for monitoring research content and evaluating performance within scientific disciplines (Zupic \u0026amp; Čater, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Fundamental bibliometric analysis applies descriptive statistics to map and document the \u0026lsquo;topographical\u0026rsquo; trends within a given body of knowledge (Ha et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Comprising two main steps: document source collection and bibliometric analysis. The study began with the identification and collection of relevant literature from reliable academic databases as an initial step to obtain valid data that aligns with the research topic (Zhao \u0026amp; Zhou, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The collected documents were then systematically analyzed using bibliometric techniques, including bibliographic coupling, co-citation analysis, and co-occurrence analysis, to map the knowledge structure and reveal emerging trends in vocational education partnerships.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eData Selection\u003c/h2\u003e\u003cp\u003eWe obtained the relevant data sources for this study on the knowledge landscape of partnerships in vocational education from the Scopus database. As a rigorously curated source, Scopus provides a well-structured taxonomy of document types and ensures high-quality bibliographic information, making it highly reliable for bibliometric studies (Visser et al., \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Therefore, the use of Scopus is justified, as it provides comprehensive coverage and credible citation records. In Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the researchers ensured transparency and quality in the data collection process (Sumarsono et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), including the steps of searching, selecting, and analysing the literature. We have referred to four steps: identification, screening, eligibility, and inclusion (Shamseer et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eIn stage 1: Identification, we conducted a literature search using keywords relevant to the research topic taken from the Scopus database (\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.scopus.com\u003c/span\u003e\u003cspan address=\"http://www.scopus.com\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e) on August 8, 2025, with the search keyword Tittle-Abstract-Keyword identified as consisting of three components, namely (\u0026ldquo;Vocational School\u0026rdquo; OR \u0026ldquo;Vocational Education\u0026rdquo; OR \u0026ldquo;Vocational High School\u0026rdquo;) AND (\u0026ldquo;Industry\u0026rdquo; OR \u0026ldquo;Industries\u0026rdquo; OR \u0026ldquo;Community\u0026rdquo; OR \u0026ldquo;Communities\u0026rdquo; OR \u0026ldquo;Family\u0026rdquo;) AND (\u0026ldquo;Partnership\u0026rdquo; OR \u0026ldquo;Collaboration\u0026rdquo; OR \u0026ldquo;Cooperation\u0026rdquo;). We used the OR and AND operators to combine relevant keywords (Van et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These keywords were searched in the title, abstract, and keywords sections of the documents to ensure that the literature covered the research focus, resulting in 2,868 relevant publications.\u003c/p\u003e\u003cp\u003eStage 2: Screening. We screened the data obtained to ensure that the selected documents were truly relevant and appropriate to the research topic, adjusting the criteria as follows: articles not included in book Chaps.\u0026nbsp;(61), books (5), reviews (54), notes (8), editorials (8), surveys (4), and retracted articles (1), leaving a total of 727 documents.\u003c/p\u003e\u003cp\u003eStage 3: Eligibility. In this step, we have assessed the eligibility of the 727 articles that have passed the initial screening process according to the document criteria. The eligibility criteria applied include 1) articles published from 2015 to 2025, resulting in 206 articles, and 2) articles written in English, resulting in 30 articles. Articles that did not meet both criteria were excluded from further analysis.\u003c/p\u003e\u003cp\u003eIn the final stage: Included. Only publications accessible via open access were included in the final stage, resulting in 272 articles that were not open access. Thus, only 219 articles met the criteria and were deemed eligible for inclusion in the final stage of this bibliometric analysis. We did this to ensure that all the data analyzed could be accessed transparently and verified by others, both researchers and readers.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eWe first cleaned and adjusted the data from the metadata that had been collected, referring to previous studies (Ha et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Zhao \u0026amp; Zhou, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), because irregularities, incomplete metadata, or varying keyword terms were often found. However, they referred to the same concept. This process was carried out using \u003cem\u003eOpenRefine\u003c/em\u003e software, which helped researchers process, align, and consolidate data to avoid errors or inconsistencies that arise when downloading metadata from the Scopus database, such as keyword adjustments made by identifying differences in writing styles, the use of abbreviations, and name changes over time so that keyword analysis could be carried out more accurately (T\u0026uuml;rkoğlu \u0026amp; Aykut, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eOther bibliometric analysis tools we have utilized include \u003cem\u003eRStudio\u003c/em\u003e (which features Biblioshiny), \u003cem\u003eVOSviewer\u003c/em\u003e, and \u003cem\u003eMicrosoft Excel\u003c/em\u003e. The R Bibliometric package has provided reliable bibliometric analysis tools by integrating various bibliometric methods and visualization techniques into a single platform (Aria \u0026amp; Cuccurullo, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). VOSviewer was used to analyze networks and content (Alshater et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Moreover, metadata from the final publication collection was exported in CSV format for further processing after using the two bibliometric analysis tools (Van et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). We also used Microsoft Excel to complement RStudio, as Excel provided greater flexibility for editing graphs that were less easily modified in RStudio (Alshater et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The researchers have decided to use \u003cem\u003eRStudio\u003c/em\u003e and \u003cem\u003eBiblioshiny\u003c/em\u003e as additional visualization tools for VOSviewer because both can complement each other to provide more in-depth statistical analysis and thematic mapping that are not provided natively in VOSviewer. The use of these three tools aims to ensure a more in-depth analysis and a more detailed, organized presentation of data, where the tools complement and reinforce each other.\u003c/p\u003e\u003c/div\u003e"},{"header":"Result","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003eGeneral Information and Growth Trend\u003c/h2\u003e\u003cp\u003eThe data presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e provide key information collected from 219 articles published over the past decade. The data revealed that this study encompasses 219 documents published between 2015 and 2025, spanning 134 publication sources, including journals and conference proceedings. Most of the publications are scientific articles (187 documents, or 85.4%), while the rest consist of 32 conference papers (14.6%). This data indicates that the field of partnerships in vocational education has been extensively studied in the form of empirical and theoretical studies published in reputable scientific journals (Alphonsus \u0026amp; Schmees, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Garrison et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Herlina et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Hiim, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Klatt et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Ngobeni, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Yoto, Suyetno, et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe collection of references totalled 8,054, with an average of 7,676 citations per document. This collection has an h-index of 20, indicating that 20 out of the 219 analysed publications have received at least 20 citations. There are 839 authors involved in all publications, with only 21 documents authored by a single author. A total of 818 authors contributed to the writing of the articles. The average number of authors per document is 3.97, reflecting the collaborative nature of research on this topic and indicating inter-institutional or inter-country involvement.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eMain information of the publication collection\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDescription\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eResults\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMAIN INFORMATION ABOUT DATA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTimespan\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2015:2025\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSources (Journals, Conference papers)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e134\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDocuments\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e219\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAverage citations per document\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7.676\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReferences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e8054\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDOCUMENT TYPES\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003earticle\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e187\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003econference paper\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAUTHORS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAuthors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e839\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAuthors of single-authored documents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAuthors of multi-authored documents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e818\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSingle-authored documents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCo-Authors per Doc\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3.97\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis analysis of publication and citation trends provides information on the dynamics of scientific development in vocational schools' partnerships over the past ten years, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, which has been simplified into three main stages:\u003c/p\u003e\u003cp\u003eStage 1: 2015\u0026ndash;2017. This period was characterized by a limited number of publications (13\u0026ndash;14 documents per year). However, it had a significant impact with a high citation rate, particularly in 2015 (310 citations). Although 2016 saw a sharp decline (26 citations from 7 documents), the trend began to recover in 2017 with 258 citations from 14 papers.\u003c/p\u003e\u003cp\u003eStage 2: 2018\u0026ndash;2020. This period witnessed a significant increase in the number of publications, with 2018 and 2020 also recording high citation rates (175 and 142 citations), respectively. The peak was reached in 2019, with 31 documents and 316 citations. This stage was the most productive and impactful period in terms of publication citations.\u003c/p\u003e\u003cp\u003eStage 3: 2021\u0026ndash;2025. During this period, publication productivity continued to increase, starting with 22 documents in 2021 and peaking in 2024 with 33 papers. However, the citation trend shows a gradual decline from 180 (2022) to 54 citations (2024), and as of now (2025), only seven documents and three citations have been recorded. Nevertheless, it is likely to continue increasing as the publication timeline is still ongoing.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe statistical presentation of the number of citations for studies related to publications on mapping collaborative partnerships established in vocational schools is shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Of the 219 documents analysed, 41 (18.7%) had not yet received any citations, indicating that nearly one in five articles had not yet made a scientific impact. Most publications, specifically 130 documents (59.3%), have a low number of citations, ranging from 1 to 9. Meanwhile, 26 documents (11.8%) have 10 to 19 citations, and 16 documents (7.3%) have been cited between 20 and 39 times, reflecting a fairly significant contribution, and only six documents (2.7%) received more than 40 citations. However, these six contributed 342 citations, or approximately 24% of the total citations, indicating that a small portion of articles have a very significant influence on the development of related scientific fields.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eNumber of citations of the publication collection\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNumber of citations\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNumber of Documents\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePercentage\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCitations\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026gt;\u0026thinsp;40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e342\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e20 to 39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e7.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e442\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10 to 19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e11.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e376\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1 to 9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e130\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e59.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e521\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e18.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eContribution by countries\u003c/h3\u003e\n\u003cp\u003eThe data presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows information about the top 12 countries with the highest number of publications related to collaborative partnerships in vocational education. This table provides an overview of the scientific contributions from each country, with a total of 133 publications (TP) published in the countries listed here, accounting for 55.58% of the total publications; the total number of citations (TC) is 1,016, and the average number of citations per publication (C/P) is 104.5. The higher the C/P, the greater the average impact of each publication.\u003c/p\u003e\u003cp\u003eIt is worth noting that this study on collaboration partners in vocational education reveals an intriguing dynamic. Some countries have contributed significantly in terms of the number of documents, but a high citation rate does not always accompany this. The result indicates that the quantity of publications does not always correlate with scientific quality or impact. We can see this in Indonesia, which ranked first in terms of the number of publications, with 38 documents (accounting for 17.4% of publications). However, it only generated 80 citations (accounting for 1%) with a low C/P ratio of 2.10.\u003c/p\u003e\u003cp\u003eIndonesia indicates that, despite its high productivity, its global scientific influence remains limited. China ranked second in the number of documents, having 20 publications, which is similar to Indonesia's output; however, it has a relatively low citation rate of 77 citations. The USA was far superior in terms of scientific influence, with the highest number of citations among the 12 countries, at 240, despite having only 19 documents, which placed it below China. The United Kingdom (UK) held a strategic second position, with scientific influence based on 221 citations (accounting for 2.7% of total citations), despite having only 15 publications (accounting for 6.8% of publications), which was fewer than those of Indonesia, China, and the US. Australia produced 10 documents but managed to obtain 116 citations (accounting for 1.4% of total citations). Malaysia ranked sixth in the number of publications (9, accounting for 4.1% of publications) but has very low scientific influence, with only 10 citations (accounting for 0.1% of total citations). Germany ranked seventh in terms of the number of publications (6 documents, accounting for 2.7% of publications). However, its citation contribution was very significant, with 164 citations (accounting for 2% of total citations). This data indicates that despite the low quantity of publications, the quality of its publications is high and highly impactful, as evidenced by the large number of citations. South Africa has four publications (1.8%) and only 13 citations (0.2%). The remaining four countries in this table have three publications each: Canada, Norway, Finland, and Japan, with citations ranging from 70 to 12.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe top 12 countries with the highest number of publications\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRank\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCountry\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTP\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eC/P\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIndonesia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2.1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eChina\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e9.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e3.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUSA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e8.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e240\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e12.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnited Kingdom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e6.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e221\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e14.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAustralia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e116\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e11.8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMalaysia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1.1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGermany\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e164\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e27.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSouth Africa\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e3.2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCanada\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e23.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNorway\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e6.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFinland\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e5.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJapan\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e4.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e55,58%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1.016\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e12.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e104.5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eTP: Total publication; TC: Total citations; C/P: Average citations per publication\u003c/h2\u003e\u003cp\u003eThe international collaboration network, visualized using VOSviewer in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, has illustrated the interaction patterns among authors from various countries who are actively involved in publications related to collaborative partnerships established in vocational schools. Authors from 61 countries were identified as contributing to publications; only 33 countries met the criteria, specifically having a minimum of two publications displayed in the collaboration network visualization.\u003c/p\u003e\u003cp\u003eThe size of the nodes represents the number of publications in each country. In contrast, the thickness of the lines connecting the nodes indicates the strength or intensity of collaboration between countries. The UK and United States emerged as the country with the widest and strongest international collaboration network among other countries. Indonesia also occupied a central position in the international collaboration network, marked by a large node that is the largest among other countries, indicating that Indonesia is the primary contributor in terms of the number of publications related to collaborative partnerships established within the partnership at SMK.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eContribution by Institutions\u003c/h3\u003e\n\u003cp\u003eBased on the Scopus database analysis, authors contributing to publications on the theme of collaborative partnerships in vocational education come from 160 institutions or academic affiliations worldwide. This diversity indicates that the issue of collaboration and partnership in vocational schools is a topic of widespread interest in various countries. However, upon closer examination, not all institutions demonstrate the same level of productivity. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows the 10 most productive institutions based on the total number of publications produced on this theme: Indonesia (4), China (2), Malaysia (1), Sweden (1), Australia (1), and the USA (1). Interestingly, the data have shown that several institutions from Indonesia dominate in terms of the number of publications (30 documents). This pattern reflects the enthusiasm of domestic academics toward the development of collaborative studies between schools and external parties, particularly in the context of vocational education. In fourth place, Universiti Teknologi Malaysia (UTM) contributed four publications, accounting for 2% of the total documents analysed. However, in terms of TC, UTM only received two citations.\u003c/p\u003e\u003cp\u003eAdditionally, some foreign institutions may not excel in terms of the quantity of documents they produce. Nevertheless, they may have a very high citation impact, such as at Beijing Normal University, where despite having only three publications, the number of citations is significant, originating from the paper \u0026ldquo;Influence Mechanism of Teacher Support and Parent Support on the Academic Achievement of Secondary Vocational Students\u0026rdquo; (Peng et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) with 26 citations. Furthermore, Link\u0026ouml;ping University has the second-highest number of citations, originating from the paper \u0026ldquo;Cross-Sector Collaboration in Upper Secondary School Vocational Education: Experiences from Two Industrial Towns in Sweden and Norway\u0026rdquo; (Rusten \u0026amp; Hermelin, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) with 14 citations.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTop 10 most productive institutions publishing based on the total number of publications\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRank\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInstitution\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCountry\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTP\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eTC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eC/P\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYogyakarta State University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndonesia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,30%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1,85\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eState University of Malang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndonesia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,29%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2,56\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIndonesia University of Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndonesia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,17%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1,75\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUniversiti Teknologi Malaysia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMalaysia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,02%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0,50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBeijing Normal University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eChina\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,35%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e9,33\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLink\u0026ouml;pings Universitet\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSweden\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,34%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e9,00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eQueensland University of Technology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAustralia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,32%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e8,67\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSichuan University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eChina\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,29%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e7,67\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eState University of Semarang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndonesia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,22%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e6,00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVanderbilt University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUSA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0,15%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4,00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eTP: Total publication; TC: Total citations; C/P: Average citations per publication\u003c/h3\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eContribution by Journals\u003c/h2\u003e\u003cp\u003eThe results of the bibliometric analysis have revealed that publications on collaborative partnerships in vocational education are found in various types of journals and proceedings, including those focused on technical and vocational disciplines as well as multidisciplinary ones. Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e depicts the 10 primary sources that have contributed most to the dissemination of this research. Three of the top five journals publishing the most publications on this topic are international conference proceedings, such as Journal of Physics: Conference Series (12 documents with 28 citations), AIP Conference Proceedings (7 documents with 11 citations), and IOP Conference Series: Materials Science and Engineering (6 documents with five citations). This data indicates that the topic of collaboration partnerships formed in vocational schools is often presented at scientific conferences, reflecting its dynamic, applied, and interdisciplinary nature.\u003c/p\u003e\u003cp\u003eThe Journal of Technical Education and Training (JTET) ranks second in the list of most productive journal publication sources (8 documents with 24 citations). JTET plays a significant role as a regionally based journal (Southeast Asia) that successfully addresses global themes with a focus on issues in technical and vocational education. This journal is openly accessible and indexed in Scopus at Quartile 3. Additionally, it is noteworthy that the International Journal for Research in Vocational Education and Training (IJRVET) has the highest H-index (5) among all journals, with a total of 57 citations from 7 articles, making it the journal with the most significant impact in this study. Moreover, this journal is openly accessible and indexed in Scopus, with a Quartile 2 ranking.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTop 10 most active journals publishing research related to partners in vocational schools\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRank\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSources\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eH Index\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eG Index\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTP\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eTC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003ePy_Start\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJournal Of Physics: Conference Series\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2017\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJournal Of Technical Education And Training\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2019\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIP Conference Proceedings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2016\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInternational Journal For Research In Vocational Education And Training (IJRVET)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2017\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIOP Conference Series: Materials Science And Engineering\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2017\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eApplied Mathematics And Nonlinear Sciences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2023\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInternational Journal Of Training Research\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e66\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2019\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIOP Conference Series: Earth And Environmental Science\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2018\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBMC Nursing\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2019\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBuildings And Cities\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e2020\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003eH-index: an author has an h-index of \u0026rsquo;h\u0026rsquo; when they have h papers that have been cited h times at least. G-Index: is where the top G articles have together received G citations. TP: Total publications. TC\u0026thinsp;=\u0026thinsp;Total Citations. Py_Start\u0026thinsp;=\u0026thinsp;publication year start\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eContribution by Authors\u003c/h2\u003e\u003cp\u003eThis section presents an analysis of the most contributing authors based on their total publications and citations, as illustrated in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, which displays the 10 most productive authors on the topic of collaborative partnerships in vocational education. The authors with the most dominant contributions in this field are from Indonesia (2), namely Yoto from the State University of Malang, who ranks first with four publications and 14 citations. Isnandar follows him, also from the same university, reinforcing the institution's position as a national research center in the field of vocational education and partnerships. This is because Indonesia is intensifying collaboration between vocational schools and various sectors, including business and industry. There are also two authors from China: Li H. (Xiamen City University), with three publications and seven citations, and Khattak SI. (Jimei University) with two publications and six citations. On the other hand, two authors excel in terms of the number of citations, namely Clarke L. (University of Westminster) and Hermelin B. (Link\u0026ouml;ping University, Sweden). Despite having only two publications, Clarke L. has 33 citations, and Hermelin B. has 24 citations. These publications indicate that their work makes a significant contribution to research in the field of vocational education partnerships.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTop 10 most productive authors\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRank\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAuthor\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInstitution/Country\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTP\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eC/P\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYoto\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eState University of Malang/ Indonesia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3.50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLi H.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eXiamen City University/ China\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.33\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCamarinha-Matos\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNova University of Lisbon/ Portugal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e4.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eClarke L.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUniversity of Westminster/ United Kingdom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e16.50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFox R.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eQueensland University of Technology/ Australia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e10.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHermelin B.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLink\u0026ouml;ping University/ Sweden\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e12.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHussain M.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUniversiti Pendidikan Sultan Idris/ Malaysia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIsnandar\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eState University of Malang/ Indonesia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKhan A.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBahria University/ Pakistan\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3.50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKhattak SI.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eJimei University/ China\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eTP: Total publication; TC: Total citations; C/P: Average citations per publication\u003c/h2\u003e\u003cp\u003eThe annual publications and citations of the top 10 authors are shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e. Yoto is the author with the most publications (4 documents). His first publication on this topic was recorded in 2018, and he continued to write actively until 2024. Clarke L. and Hermelin B. received attention for having the most citations. Although they only published two articles, they have a relatively high number of citations. Clarke L., who has been publishing since 2015, demonstrates that her work remains a reference to this day, signifying the scientific resilience of her contributions. Similarly, Hermelin B., who began playing an active role in 2017, also recorded a sustainable impact.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe collaboration network between authors on the topic of collaboration in vocational education is visualized in Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, where each node represents an author. The size of a node indicates the total number of publications produced, while the thickness of the connecting lines between nodes represents the strength of collaboration based on the number of joint works. This network comprises authors who have published at least two scientific works on this topic, resulting in a total of at least 23 authors. There are 14 clusters, with the largest and most connected being Cluster 1 (red), centered around Yoto, who collaborates closely with authors Suyetno A., Romadin A., and Paryono. There are two clusters with three authors: Cluster 2 (green) with authors Pardjono, Sudira P., and Samsudi, and Cluster 3 (blue) with authors Camarinha-Matos LM, Sarraipa J., and Zamiri M. Additionally, there are five clusters with two authors and three clusters with one author.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003eThe most influential articles\u003c/h2\u003e\u003cp\u003eAn analysis of the most impactful articles was conducted by evaluating TC and TC/Year for the top ten documents in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e. This article's list represents a significant contribution to the topic of collaborative partnerships in vocational education, providing a foundation for further research and development. The most influential article is the work by L\u0026oacute;pez \u0026amp; Rodr\u0026iacute;guez-L\u0026oacute;pez (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) on The Relevance of Transversal Competences in Vocational Education and Training: A Bibliometric Analysis, published in the journal Empirical Research in Vocational Education and Training. This article received 42 citations, averaging 8.4 per year. The second position is held by an article by Schr\u0026ouml;der (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), which also stands out with 33 citations and an average of 5.5 citations per year. This article addresses the issue of developing Technical and Vocational Education and Training (TVET) systems in the context of the Industry 4.0 revolution, with a focus on regional transformation in Asia. Other articles with a noticeable citation impact include Shaidullina et al. (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) with 26 citations (2.6/year), emphasizing the integration of vocational schools and industry; Pavlova (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) with 25 citations (4.17/year) on the skills needed in sustainable industries; and Peng et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) with 24 citations (8.0/year). The paper is interesting because of the high average annual citations despite being published in 2022, indicating a rapid and strong academic response regarding teacher and parent support for vocational students.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe Information on the top 10 most cited relevant papers\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCR\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAuthor\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDocument Title\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eJournal Title\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eTC/ Year\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDOI\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(L\u0026oacute;pez \u0026amp; Rodr\u0026iacute;guez-L\u0026oacute;pez, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThe Relevance of Transversal Competences in Vocational Education and Training: A Bibliometric Analysis\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eEmpirical Research in Vocational Education and Training\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e8.40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" 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colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSchwendimann et al. (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThe State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eInternational Journal for Research in Vocational Education and Training\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.13152/IJRVET.5.1.2\u003c/span\u003e\u003cspan address=\"10.13152/IJRVET.5.1.2\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Rusten \u0026amp; Hermelin, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCross-Sector Collaboration in Upper Secondary School Vocational Education: Experiences from Two Industrial Towns in Sweden and Norway\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eJournal of Education and Work\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/13639080.2017.1366647\u003c/span\u003e\u003cspan address=\"10.1080/13639080.2017.1366647\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Jules, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2015\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEducational Exceptionalism in Small (and Micro) States: Cooperative Educational Transfer and TVET\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eResearch in Comparative and International Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/1745499915571706\u003c/span\u003e\u003cspan address=\"10.1177/1745499915571706\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Pylv\u0026auml;s \u0026amp; Nokelainen, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2017\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFinnish WorldSkills Achievers\u0026rsquo; Vocational Talent Development and School-to-Work Pathways\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eInternational Journal for Research in Vocational Education and Training\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.13152/IJRVET.4.2.1\u003c/span\u003e\u003cspan address=\"10.13152/IJRVET.4.2.1\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Persson \u0026amp; Hermelin, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDecentralised Cooperation Between Industries and Local Governments in a Statist Skill-Formation System: An Analysis of Industrial Schools in Sweden\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eJournal of Vocational Education \u0026amp; Training\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3.33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/13636820.2020.1829007\u003c/span\u003e\u003cspan address=\"10.1080/13636820.2020.1829007\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eCR: Citation ranking, TC: Total citations\u003c/h2\u003e\u003cp\u003eAlthough these articles are considered highly influential, the total number of citations they have received is still not in the hundreds, as is commonly seen with other established topics. The evidence indicates that the still relatively moderate citation rate is actually a sign that further research has great potential to contribute novelty, both locally and internationally, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e. displaying the most frequently cited documents, both locally (within the analyzed document collection) and globally (across the entire Scopus database), so that researchers who wish to delve deeper into the partners who should be involved in collaborating with vocational schools can refer to the research by Pavlova (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Postiglione \u0026amp; Tang (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), and Rusten \u0026amp; Hermelin (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) as primary references to strengthen the theoretical foundation and scientific novelty in this field. This feature is also illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTop ten most locally and globally cited references\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDocument\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eYear\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLocal Citations\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eGlobal Citations\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePavlova M, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e, Int J Train Res\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2019\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePostiglione G, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2019\u003c/span\u003e, Int J Train Res\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2019\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRusten G, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e, J Educ Work\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2017\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersson B, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e, J Vocat Educ Train\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2022\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSchr\u0026ouml;der T, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2019\u003c/span\u003e, Int J Train Res\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2019\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eShaidullina Ar, 2015, Rev Eur Stud\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2015\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePeng X, 2022, Front Psychol\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2022\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSchwendimann Ba, 2018, Inter J Res Voc Educ Train\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2018\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJules Td, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2015\u003c/span\u003e, Res Comp Int Educ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2015\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePylv\u0026auml;s L, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2017\u003c/span\u003e, Inter J Res Voc Educ Train\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2017\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe structure of historical direct citations from 16 articles with the highest local and global citations in the public publication set is visualized in Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, where each node represents a paper, and the largest node is the primary reference connected to the other nodes, illustrating the direct citation relationships between these papers. This network helps identify articles that are foundational to the theory or essential references in the subsequent development of the literature. There are three clusters with at least two authors citing the primary reference, namely: (1) Cluster 1 (Blue), research by Postiglione \u0026amp; Tang (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), which inspired Hussain et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), continued to Fan et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), and Oroh et al. (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This arrangement means that Postiglione has contributed to the creation of a continuous research stream; (2) Cluster 2 (Green), the article by Rusten \u0026amp; Hermelin (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), became the initial citation center influencing Persson (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and then spreading to recent research such as Wahjusaputri et al. (\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This evidence indicates that Rusten's article served as the starting point for a discourse within a subtopic that continued to evolve until the 2024 publication; and (3) Cluster 3 (Purple), Pavlova (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) article, has demonstrated long-term influence, being cited by at least two contemporary authors, such as Ma de F\u0026aacute;tima P-V (2025) and Mutohhari et al. (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Thus, the three clusters have created an intellectual lineage that demonstrates logical continuity and the progressive development of research themes. This cluster suggests that certain areas within this literature have developed scientific communities, as evidenced by direct citations.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe artwork was generated with Biblioshiny (2025)\u003c/p\u003e\u003cp\u003e\u003cb\u003eKeywords and Terms Analysis\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAt this stage, we set a minimum threshold of four keyword appearances in publications. Meaning that keywords used together in more than four publications with different documents will appear as trends. The study aims to ensure that the research focus on the topic of collaborative partnerships in vocational education is based on stable and consistent literature trends, and setting this threshold also supports the creation of a more organized keyword network map, where each analyzed term has a sufficiently solid connection to form clusters, making it easier to identify key themes. Additionally, we also screened keywords considered irrelevant to the study's primary focus. Keywords that are too general, technical from other fields, or do not directly reflect the direction or trends of research in collaborative partnerships are removed from the analysis to make the resulting visualization more focused and meaningful. This result aligns with the bibliometric analysis conducted by Van et al. (\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), which suggested that when building this network, authors need to remove phrases that cannot accurately reflect research trends.\u003c/p\u003e\u003cp\u003eWe have utilised the \u003cem\u003eVOSviewer\u003c/em\u003e software to visualize these keywords, as illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e7\u003c/span\u003e. These keywords were obtained from the title, abstract, and keywords found in the article. Out of a total of 1,465 extracted keywords, 25 met the threshold criteria and aligned with the research focus.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eBased on the results of this mapping, four main clusters emerged from the 25 selected publications. There are four clusters, with the largest group being red, followed by green, blue, and yellow groups. These results showed that the research focus is divided into four groups, namely: (1) The first cluster (Red) consists of nine items with the keywords \"Vocational Education and Training,\" \"Cooperation,\" and \"General Practitioner,\" which are the most frequent keywords in the red group. It means that these keywords are the focus of the first research, indicating that vocational education and training remains a primary research focus; (2) The second cluster (Green) consists of six items with the keywords \"Vocational Schools,\" \"Industry-school collaboration,\" and \"Higher Education,\" which are the most frequent in the green group. It means that these keywords are the focus of the second research, focusing on collaboration between vocational schools and industry and its connection to higher education, indicating a research orientation toward strengthening the synergy between the education and business sectors; (3) The third cluster (Blue) consists of six items with the keywords \"Curriculum,\" \"Personnel Training,\" and \"Apprentices,\" which are the largest keywords in the blue group. It means that these keywords are the focus of the third research study and reflect the importance of improving human resource quality through curriculum design that is relevant to labor market needs; and (4) The fourth cluster (Yellow) consists of four items with the keywords \"Collaboration,\" \"Public Relations,\" and \"Public-Private Partnership,\" which are the largest keywords in the yellow group. It means that these keywords are the focus of the fourth research study, emphasizing the importance of external support in developing a competitive vocational education ecosystem.\u003c/p\u003e\u003cp\u003eWe also present detailed data in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e, which lists the keywords included in each cluster, along with their number of occurrences and the strength of the links between them. This analysis indicates that the direction of research in vocational education collaboration partnerships is developing toward multi-stakeholder integration. Collaboration connecting schools, businesses, universities, communities, and the government is key to creating graduates who are competitive, adaptable, and relevant to global needs.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eKeywords and The Number of Occurrences Along with the Link Strength\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKeyword\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eOccurrences\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTotal Link Strength\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eCluster 1: Red\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCooperation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e56\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGeneral Practitioner\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGovernment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHealth Practitioner\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInternational Cooperation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOrganization\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRural population\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVocational Education and Training\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e115\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e137\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eCluster 2: Green\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHigher education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIndustry-school collaboration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInternship\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePartnership\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSchool-enterprise cooperation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVocational schools\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eCluster 3: Blue\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eApprentices\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCurriculum\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e62\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersonnel Training\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTeaching\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUniversity Students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUniversity-Industri Collaboration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eCluster 4: Yellow\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCollaboration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCommunity-Institutional Relations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePublic Relations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePublic-Private Partnership\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eWe also presented research trends by year, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig8\" class=\"InternalRef\"\u003e8\u003c/span\u003e, through keywords. This illustration displays the trend of research keywords related to collaborative partners in vocational education for the period 2015\u0026ndash;2023. The horizontal line represents the time range during which the keyword was used. At the same time, the bubbles indicate the frequency of their appearance in a given year, with the size proportional to the number of publications. This trend analysis has revealed a shift in research focus from general themes, such as public relations and community cooperation in the early period, to more strategic collaborations, including industry-school partnerships and higher education initiatives, in recent years. Thus, the direction of research in the field of vocational education is increasingly emphasizing the importance of multi-stakeholder synergy in building a more optimal vocational education ecosystem.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis finding reveals that research on collaborative partners established through partnerships in vocational high schools remains relatively limited (see Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e), as evidenced by the significantly lower cumulative trend in publications and citations compared to other education topics. This condition indicates that the field of research is still in the stage of developing scientific discussion, so the contribution of researchers who wish to learn more about this issue has great potential in shaping the direction and conceptual framework for the future. The present situation can also be understood as a significant opportunity for researchers to address research gaps that have not been extensively studied, particularly in SMK, which remains an area of ongoing development and offers significant scope for further exploration.\u003c/p\u003e\u003cp\u003eThe relatively small number of citations in the field of collaborative partnerships in vocational education cannot be directly interpreted as an indicator of the low relevance or benefit of this research. However, it's possible to view this situation as a chance to expand the network of related knowledge. One publication that served as a landmark paper and a primary reference in the discourse on vocational education collaboration is Rusten \u0026amp; Hermelin (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) perspective. While this study highlights the significant role of industry-education collaboration in preparing employable youth and supporting socio-economic sustainability, it also acknowledges the practical challenges inherent in implementing such collaborations. In other words, the lack of citations is more likely to indicate an early stage of the research life cycle compared to a well-established central theme.\u003c/p\u003e\u003cp\u003eAs for the dominant theme, it was evident that Vocational Education Training (VET) consistently emerges as the central point (Red cluster) connected to cross-sectoral collaboration, partnerships, and cooperation, whether related to curriculum, training, or relationships with industry, government, and the community (see Fig.\u0026nbsp;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e7\u003c/span\u003e). Meanwhile, a systematic review study by Hussain et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) revealed 231 papers on VET. However, Pavlova (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) emphasized that TVET has played a crucial role, as it bridges formal basic education with either employment or further studies, and also links traditional and emerging occupations. Its significance lies in its emphasis on middle-skill jobs, flexible delivery methods, and strong industry partnerships through internships, apprenticeships, and workplace training. Therefore, the findings of this study support the idea that the success of vocational education relies heavily on collaboration among multiple stakeholders, which positions VET as a strategic focus.\u003c/p\u003e\u003cp\u003eFurthermore, mapping the study with a summary of the findings and implications for future research has revealed that collaboration in vocational education is characterised by several findings closely related to partnerships (as shown in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e). These themes represent the leading actors involved in strengthening the implementation of vocational education, namely:\u003c/p\u003e\u003cp\u003e(1) Industry-School Collaboration. This dominant theme emerged from keywords such as industry-school collaboration, internship, and school-enterprise cooperation. Many previous studies have emphasized that collaboration between schools and industry is the most critical bridge to ensure graduates have skills that meet the needs of the business and industrial world (Gessler, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Hussain et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Lavía et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mahmudah et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Rusten \u0026amp; Hermelin, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Sumbodo et al., \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). In other words, what makes VET distinctive was the integration of school- and work-based actors (teachers and supervisors) along with the blending of learning activities across both settings (Pylväs \u0026amp; Nokelainen, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Schwendimann et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Sudana et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This implies that vocational schools should have established effective communication, coordination, and collaboration with industry (Maruanaya \u0026amp; Hariyanto, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In terms of curriculum in Indonesia, the effective implementation of the Merdeka Curriculum in vocational education has been achieved through the active involvement and collaboration of industry stakeholders (Yoto et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In addition, although Uganda recognized the importance of TVET collaboration in improving the quality of human resources, it lacks a comprehensive and coordinated policy to regulate partnerships between vocational institutions and industry. As a result, institutions pursued cooperation through their initiatives without standardized procedures (Moses, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Therefore, collaboration between schools and industry is not only technical but also requires precise coordination so that the partnership can be long-lasting, consistent, and have a broad impact on the quality of resources.\u003c/p\u003e\u003cp\u003e(2) School-Government Collaboration. Keywords such as \"government,\" \"organization,\" and \"cooperation\" emphasize the government's role as a key partner in creating regulations, competency standards, and policies for revitalizing vocational education, which could enhance the delivery of TVET programs (Lu \u0026amp; Wang, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Pavlova, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Additionally, the government played a vital role in fostering collaboration by providing strong incentives that encouraged small and medium enterprises to partner with TVET institutions (Postiglione \u0026amp; Tang, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e(3) School-Community Collaboration. Although emerging with lower intensity, keywords such as \"family\" and \"rural population\" indicate that the community and families also play a role in supporting vocational education. The promotion of vocational education and training has contributed to shifting public perceptions and reducing bias toward TVET (Fan et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), as vocational schools were closely linked to industry as the primary user of their graduates (Yoto, 2016). As Rapp \u0026amp; Knutas (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) research has shown, when VET students begin apprenticeships alongside their studies in the first term, it strengthens their connection to community life early on. Starting practical training at this stage allows them to engage with society immediately, rather than postponing it.\u003c/p\u003e\u003cp\u003e(4) School-University Collaboration. This theme is evident in the keywords \"university students,\" \"curriculum,\" and \"personnel training.\" The relationship between vocational schools and universities demonstrates a hierarchical flow in the development of teaching staff competencies. Universities and industry must collaborate to enhance institutional quality, expand student employment opportunities, and support faculty members' academic growth (Asmara \u0026amp; Wu, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In line with the research by Alphonsus \u0026amp; Schmees (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), this study underscored the vital role of vocational colleges as community builders, serving as spaces where relevant expertise can be developed.\u003c/p\u003e\u003cp\u003e(5) School—public-private partnership. The emergence of keywords such as \"public relations,\" \"collaboration,\" and \"public-private partnership\" indicates the need to build trust, a positive image, and strategic communication between schools, the private sector, and the wider community; several evaluated sectoral partnerships included collaborations between nonprofit organizations and local industry partners (Soliz, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This collaboration is not limited to the business and industry world; the country's high school-level vocational education network also includes institutions from the public and private sectors, as well as civil society organisations, NGOs, labour unions, and business associations (Uemura \u0026amp; Comini, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In the study by Melesse et al. (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), participation in capacity-building initiatives, particularly Public-Private Development Partnerships (PPDP), has become a government strategy in developing countries to enhance investment in TVET and address existing gaps in both the vocational education and labor markets. Not only were industries and governments involved, but society as a whole was also participating. Everyone in society was responsible for the education system, so they must strive with all their might to achieve the best quality of education (Sumarsono, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Furthermore, vocational schools face more complex challenges related to the readiness of their graduates to enter the workforce. Supporting competitive vocational high school graduates is crucial. Such an objective requires strong collaboration between schools and all elements of society, such as parents, alumni, the local community, the community surrounding the school, and the business and industrial sector (Cleveland et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Martinelli et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Persson \u0026amp; Hermelin, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Schröder, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Timan et al., \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ulfah et al., \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). As such, the joint efforts of stakeholders within the education and employment systems play a crucial role in narrowing the skills gap between the competencies produced by educational institutions and the demands of the labor market (Paudel et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Additionally, serving as a bridge between school-based and workplace-based learning, while also ensuring the overall quality of the system remains intact (Sauli, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e"},{"header":"Conclusion, limitations, and future research directions","content":"\u003cp\u003eThis study systematically analyzed 219 Scopus-indexed documents on collaborative partners' vocational schools using bibliometric techniques, including bibliographic coupling, co-citation analysis, and co-occurrence analysis. The primary results of this study are: 1) This field has shown relatively consistent growth in publications. However, the number remains relatively limited, with no more than 40 publications in the last decade. However, the citation trend actually declined significantly after 2019, despite the number of publications remaining stable or even increasing; 2) The leading countries in terms of citation impact on studies related to this topic are the USA and the United Kingdom. However, in terms of total publications, Indonesia has the highest number. Indonesia also occupied a central position in the international collaboration network; 3) Although Yoto is the most prolific author in terms of publication count, the researchers who have had the most significant influence on research trends are Clarke L. and Hermelin B., as evidenced by their publications receiving the highest number of citations; and 4) While also mapping the dominant themes of collaboration: school–industry, school–government, school–community, school–university, and school–private sector/public relations. These five collaboration patterns represent different efforts to strengthen graduates' readiness for the workforce, build educational social networks, and enhance the relevance of the curriculum. This study highlights the importance of establishing a comprehensive framework for collaboration in vocational education. Strengthening partnerships across multiple stakeholders is not merely an option but a necessity to ensure the sustainability and competitiveness of vocational high schools. Future efforts should therefore focus on fostering innovative and context-sensitive models of collaboration that can continuously adapt to evolving educational and labor market demands.\u003c/p\u003e\u003cp\u003eFinally, this study has several limitations, namely, it relies solely on Scopus data, employs keyword-based theme mapping, which may not fully capture the content, and emphasises quantitative measures, such as publication trends and citations, without evaluating content quality or methodology. These gaps present opportunities for future research that combines bibliometric analysis with systematic reviews to gain a more comprehensive understanding of vocational education collaboration. Furthermore, research on under-explored areas of collaboration, such as family and rural populations, as well as multilevel collaboration among governments, universities, and communities, will contribute to the development of a sustainable vocational education ecosystem.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eC/P\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Average citations per publication\u003c/p\u003e\n\u003cp\u003eSMK\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Vocational High Schools\u003c/p\u003e\n\u003cp\u003eTC\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Total citations\u003c/p\u003e\n\u003cp\u003eTP\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Total publication\u003c/p\u003e\n\u003cp\u003eTVET\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Technical and Vocational Education and Training\u003c/p\u003e\n\u003cp\u003eVET \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Vocational Education Training\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eCompeting interests\u003c/h2\u003e\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eNone\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eSM conceptualized the research, collected data, and conducted the data analysis stages. RB provided guidance at each stage of the research and reviewed the manuscript. AT provided supervision and input for improving the manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e\u003cp\u003eNone\u003c/p\u003e\u003ch2\u003eAvailability of data and materials\u003c/h2\u003e\u003cp\u003eThe datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAlkaher, I., \u0026amp; Gan, D. (2020). The Role of School Partnerships in Promoting Education for Sustainability and Social Capital. \u003cem\u003eThe Journal of Environmental Education\u003c/em\u003e, \u003cem\u003e51\u003c/em\u003e(6), 416\u0026ndash;433. https://doi.org/10.1080/00958964.2020.1711499\u003c/li\u003e\n\u003cli\u003eAlphonsus, N. S., \u0026amp; Schmees, J. K. (2025). 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Bibliometric Methods in Management and Organization. \u003cem\u003eOrganizational Research Methods\u003c/em\u003e, \u003cem\u003e18\u003c/em\u003e(3), 429\u0026ndash;472. https://doi.org/10.1177/1094428114562629\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Bibliometric Analysis, Collaborative Partners, Partners in Vocational Schools, Partnership in Education and Training, Vocational Education and Training","lastPublishedDoi":"10.21203/rs.3.rs-7514517/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7514517/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study addresses the growing global attention on vocational education, which plays a vital role in preparing a skilled and adaptable workforce to meet industry demands. Cross-sector collaboration among schools, government, industry, and communities has emerged as a key driver in enhancing the relevance and quality of graduates. However, existing research on collaboration in Technical and Vocational Education and Training (TVET) remains fragmented, lacking a comprehensive synthesis of trends and dominant themes. To address this gap, a bibliometric analysis was conducted using VOSviewer and RStudio (Biblioshiny), analyzing 219 documents indexed in Scopus from 2015 to 2025. The findings reveal trends in publications, citations, and influential contributors, alongside five major collaboration themes: (1) school\u0026ndash;industry partnerships, (2) school\u0026ndash;government collaboration, (3) school\u0026ndash;community engagement, (4) school\u0026ndash;university pathways, and (5) school\u0026ndash;private sector and public institution partnerships. Despite increasing interest, publications and citations remain limited, indicating a significant opportunity for further research. This study contributes to the current state of knowledge by mapping existing research and suggesting future directions, particularly through in-depth content analysis and context-specific case studies.\u003c/p\u003e","manuscriptTitle":"Exploring Collaborative Partners in Vocational Schools: A Bibliometric Mapping of Global Literature","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-24 14:53:06","doi":"10.21203/rs.3.rs-7514517/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"34465135-6362-45b7-8a3f-e72f1edcd861","owner":[],"postedDate":"October 24th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-24T14:53:06+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-24 14:53:06","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7514517","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7514517","identity":"rs-7514517","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}