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1.
This study explores Korean academics’ changes in research productivity by career stage. Career stage in this study is defined as a specific cohort based on one’s length of job experience, with those in the same stage sharing similar interests, values, needs, and tasks; it is categorized into fledglings, maturing academics, established academics, and patriarchs. Academics’ research productivity in each career stage is analysed, and these characteristics are compared across academic disciplines. In addition, the factors influencing research productivity in different career stages are examined. The results indicate that research productivity among academics changes according to their career stage, and its pattern differs across academic disciplines. Thus, there is a need to provide proper reward systems or career development programs in consideration of such differences. 相似文献
2.
DAVID LAUGHTON 《Assessment & Evaluation in Higher Education》2003,28(3):309-321
This article will review and evaluate the response of academics working in higher education institutions (HEIs) in the UK to the experience of teaching quality review. It will do so by gathering the viewpoints and opinions of academics from a particular source over a specific time period: the Times Higher Education Supplement (THES) between January and August of 2001. Before presenting and then evaluating these viewpoints, the paper will discuss the development of teaching quality assessment methodologies in UK HE within the context of the increasing importance and embededness of quality assurance and enhancement values and processes within the practices of HEIs. It is argued that this is both a recent and contested phenomenon. The article finds that the concerns of academics with the teaching quality review exercise fall under a number of headings: (1) administrative/cost burden; (2) grade inflation/gamesmanship/ organisational learning; (3) elitist bias within the system; (4) system impact of quality review; (5) reliability of the system; and (6) philosophical objections to the system. The implications of these concerns are discussed. The article's conclusion is that if academics are not convinced of, or do not actively support, the values and methodologies associated with teaching quality review, then there is little chance that these will either produce accurate or meaningful assessments of teaching quality, or act as a spur to the quality enhancement of this aspect of individual and institutional activity. This is an important point within the context of the recent review of the Quality Assurance Agency's Subject Review methodology, and the new institutional audit methodology. 相似文献
3.
比较教育研究表现出体验活动、民族志活动、政策活动和学术活动等多重性,它们在价值论、方法论和认识论等方面都具有各自的取向,但它们之间也是相互联系的,并且可以达到融合,通过揭示比较教育研究的多重性特征,可以证明作为学术活动的比较教育研究在学术体制内存在的合法性和必要性. 相似文献
4.
This article aims to widen the empirical evidence about the determinants of Spanish academics’ publication productivity across fields of study. We use the Spanish Survey on Human Resources in Science and Technology addressed to Spanish resident PhDs employed in Spanish universities as academics. Productivity is measured as the total number of publications in a three‐year period. We show how personal and academic variables explain differences in productivity within universities and fields of studies and across fields of research. Female workers report lower productivity than their male counterparts, but family responsibilities do not explain this gender gap. The type of contract and tenure or rank do not seem to have any influence on productivity. Researchers seeking professional promotion rather than altruism or personal satisfaction are more productive and young scholars publish more than their older counterparts. Additionally, we find a certain research‐teaching trade‐off and some nuances in the predictors of publication productivity across birth cohorts and fields of study. Finally, international cooperation is one of the most relevant determinants of the number of publications, regardless of the birth cohort. The institutional context in the Spanish research system as regards requirements for promotion and the assessment of research outcomes may contribute to the understanding and interpretation of our results. 相似文献
5.
Sophie Arkoudis Kim Watty Chi Baik Xin Yu Helen Borland Shanton Chang 《Teaching in Higher Education》2013,18(3):222-235
A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students – both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of ‘The Interaction for Learning Framework (ILF)’, that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts. 相似文献
6.
Baris Uslu Alper Calikoglu F. Nevra Seggie Steven H. Seggie 《Higher Education Quarterly》2019,73(3):285-311
The innovative teaching, knowledge and technology production and societal service activities of academics are largely discussed within the entrepreneurial university discourse in Higher Education journals. Therefore, this research focuses on a meta‐synthesis of Higher Education articles to better understand the concepts of the entrepreneurial university and entrepreneurial academic. After the systematic elimination based on keywords and titles, 25 articles have been selected from the top 10 Higher Education journals in the SCImago Journal Rankings. Content analysis was performed on these articles to highlight the common operational areas in entrepreneurial universities and activities of entrepreneurial academics. The meta‐synthesis shows that, both for universities and academics, entrepreneurship is overwhelmingly characterised by the commercialisation of scholarly activities that enrich institutional income revenue as well as academics’ personal income. However, such an approach can distance universities from their mission of public good; so Higher Education administrators should create mechanisms that would allow both to take place in a balanced way. 相似文献
7.
In order to raise the international reputation and quality of higher education in China, the Ministry of Education initiated new university employment reform, which pressed academics to produce more research. Recent employment reform has aggravated the conflict between teaching and research. This study uses mixed methods to investigate how academics perceived the employment reform and how they employed various strategies to handle teaching and research. Our study indicates a trend of deprofessionalization in academic work and an increasing tension between teaching and research. Handling teaching and research required a strong and conscientious effort on the part of academics. Concerted efforts should be made to offer a more supportive environment for academics to balance teaching and research. 相似文献
8.
Ben K. Daniel 《International Journal of Research & Method in Education》2018,41(5):548-561
A professional academic identity is important because it supports a sense of belonging and contributes to the scholarly advancement of a discipline. However, a professional academic identity for those involved in teaching research methodology is particularly complex and diverse. This research surveyed 144 academics from 139 universities in 9 countries, who are involved in teaching research methodology, and examined the extent to which participants construct their professional academic identity around research methodology. The study also sought to examine whether participants view research methodology as a distinct discipline. Findings show that academics teaching research methods inhabit multiple identities. Some identified as expert researchers, while others associated with particular research methods, along with a clear epistemic attachment, within a particular area of scholarly inquiry. Furthermore, few participants described themselves as research methodologists, and stressed the significance of teaching research methodology as a distinct discipline. Findings also revealed that the majority of the institutions involved in the study approach research methodology as ‘a service course’ and predominantly taught by volunteer academics. This study contributes to our understanding of how research methodology courses are organized, and the broader implications of the different approaches to the scholarly advancement of research methodology as a distinct subject. 相似文献
9.
In its drive for higher efficiency and effectiveness in higher education, the Australian Commonwealth Government released
its policy on higher education, Higher Education: A Policy Statement during the late 1980s which contributed to the introduction of performance indicators to manage and assess the performance
of the higher education system. The research component of annual Commonwealth funding to universities, called the Research
Quantum, is now distributed by a set of performance indicators: external research income, publications count and higher degree
research completions. This paper analysed the impact of these indicators on the research activities of Australian university
academics based on Leibenstein's model of X-efficiency. Although the impact of performance indicators on university academics
was found to follow the pressure-effort relationship, for some respondents, the increase in effort as a result of heightened
pressure had involved strategic behaviour. Two conditions that are identified for the minimisation of an institution's X-inefficiency
despite high staff effort are a high ratio of maximising to non-maximising decisions for both the staff and institution, and
for all the institution's essential objectives/activities, and not just those which are measured by the performance indicators.
The implications of these findings for the development and application of performance indicators are discussed.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
10.
11.
Wu Xian 《Chinese Education & Society》2015,48(4):265-279
Abstract:With the significant rise in China’s economic strength, more students and scholars have returned to China recently. But there is limited literature examining academics with foreign degrees and their research productivity. Using the data of the Changing Academic Profession in Asia (APA) survey, which was exercised in 2012, this study expands the understanding of personal characteristics of academics with foreign degrees in Chinese universities and examines their research productivity in comparison to that of those with domestic degrees. Results show that academics with foreign degrees are more productive in coauthored foreign articles and receive more research funding, leading to higher research productivity, than do those with domestic degrees. The author also finds that some international factors might have increased academics’ productivity, especially, in publishing articles in a foreign language. Implications are presented about how to provide more research funding and more opportunities for academics at an international dimension to enhance their research productivity. 相似文献
12.
Wendi Beamish Fiona Bryer 《International Journal of Disability, Development & Education》1999,46(2):261-278
This paper reports initial findings of a research project in Queensland, Australia that did not adopt recommended practices from listings established in other countries for early childhood intervention services. Instead, a contextual and participatory process served to determine a relevant listing of program quality indicators for a large, early intervention service conducted by the state Department of Education (Stage 1). Thirty-one indicators of program quality were identified for this particular service. To validate these indicators and to gather additional information about their implementation, a statewide survey was conducted (Stage 2). For each of the 31 indicators, parents and staff from within this service were asked to (a) indicate their level of acceptance, (b) report on current use, and (c) comment on barriers to implementation. Results provide strong support for the indicator listing and reveal high level of indicator acceptance accompanied by a lower level of indicator implementation. Lack of time and lack of staff were identified as the primary barriers to implementation across all indicators. The validated indicator listing for Early Special Education (Qld) services is provided. 相似文献
13.
Abstract In its drive for higher efficiency and effectiveness in higher education, the Australian Commonwealth Government released its policy on higher education, Higher Education: A Policy Statement during the late 1980s which contributed to the introduction of performance indicators to manage and assess the performance of the higher education system. The research component of annual Commonwealth funding to universities, called the Research Quantum, is now distributed by a set of performance indicators: external research income, publications count and higher degree research completions. This paper analysed the impact of these indicators on the research activities of Australian university academics based on Leibenstein's model of X‐efficiency. Although the impact of performance indicators on university academics was found to follow the pressure‐effort relationship, for some respondents, the increase in effort as a result of heightened pressure had involved strategic behaviour. Two conditions that are identified for the minimisation of an institution's X‐inefficiency despite high staff effort are a high ratio of maximising to non‐maximising decisions for both the staff and institution, and for all the institution's essential objectives/activities, and not just those which are measured by the performance indicators. The implications of these findings for the development and application of performance indicators are discussed. 相似文献
14.
The examination of research theses has only relatively recently attracted research interest that has focused on what examiners do and how consistent they are. The research questions in this study address firstly whether PhD and research masters theses were treated by examiners as qualitatively different on 12 indicators of importance across the areas: contribution of the thesis, the literature review, approach and methodology, analyses and results and presentation. Secondly what was the examiner assessment of quality of a recently examined thesis on the same indicators and, finally, how well the indicators were reflected in a holistic assessment of thesis quality. The work reported here draws on the responses of 353 PhD and 74 research masters thesis examiners. Findings showed the examiners generally rated the relative importance of the indicators very similarly at both degree levels. Further the order of importance across indicators was essentially the same for the two levels of thesis. Anticipated differences did emerge with the examiners giving higher quality gradings for all contribution indicators for PhD as compared with research masters theses. The 12 specific quality indicators, individually and collectively were strongly related to the holistic assessment of thesis quality, particularly at the PhD level. 相似文献
15.
Angelito Calma 《Higher Education Quarterly》2011,65(4):368-385
This three‐year study of research training policy and practice involved government and university executives, and university academics from the Philippines. A total of 53 participants were involved: two officials from the Commission on Higher Education, six directors of research centres, 28 university executives and 17 academic staff. Seven public and 15 private universities across the Philippines were involved. Findings suggest that: (1) there are inadequate facilities and resources dedicated to support staff and student research; (2) there is a lack of specific training to develop staff for research and supervision; (3) the emphasis of supervision is on proofreading and the rewards are unattractive; (4) the range of student support available is less dedicated to research; (5) there is low research quality in both staff and student research; and (6) there is limited research collaboration locally and internationally. 相似文献
16.
Penelope S. Murphy 《Assessment & Evaluation in Higher Education》1995,20(1):45-57
In higher education the uptake of benchmarking has been slow, despite its recognition elsewhere as an important tool in the pursuit of continuous quality improvement. The need for national benchmarks of research productivity and quality will be felt intensely in Australia in 1995 as the Committee for Quality Assurance in Higher Education focuses on research evaluation. This paper presents benchmarks for publications productivity for Australian academic researchers based on an empirical study of all reported publications output from the Australian university system in 1991. ‘Publications productivity’ in this paper is defined as the number of publications per 10 equivalent academic staff members. Benchmarks for aggregate publications output per staff member, and for each of 13 types of publications, are reported for the highest performing institution, and highest performing organisational units within any institution. Applicability within Australian higher education of citation impact indices as an indicator of research quality is discussed. 相似文献
17.
Jane Robertson 《高等教育研究与发展》2006,25(3):215-229
Research into the research–teaching ‘nexus’ has undergone significant changes in focus and methodology. From an initial quantitative concern with correlating measurements of research productivity and teaching effectiveness, the empirical emphasis has shifted in favour of exploring the experiences of participants (academics and students). This paper reports the findings of interviews carried out in a New Zealand university with 34 students studying across a range of levels in physics, geography and English. In particular, it focuses on students’ understandings of the purpose of a university education and on students’ experiences of research—how ‘visible’ it is for them, where it is located and who engages in it. Analysis reveals that students’ relationship with research varies across the disciplines in both a spatial and temporal dimension according to the ways in which knowledge is conceived of and explored. Accordingly, some students have an early sense of proximity to and/or participation in a research community, while for others, research remains, through their undergraduate years, a remote phenomenon. 相似文献
18.
Peter W. G. Wright 《Higher Education》1989,18(2):149-165
In recent years British higher education has come under considerable financial and political pressure which has led increasingly to the use of various indicators for the measurement of quality. Although the use of such measures has often been seen as leading to encroachments on academic autonomy, the paper argues - drawing on concepts from the sociology of power and the professions - that such measures still, essentially, derive from, and reproduce unquestioningly, the tacit assumptions and professional self-interest of academics. This point is illustrated through a brief consideration of the most commonly-recommended performance indicators and by reference to the work of the Council for National Academic Awards in the review and validation of courses. Attention is also given to the stimulation of market forces as a means of quality control. The paper concludes with a plea for greater pluralism within British higher education and argues that several factors make this more likely. These include demographic change, the increasing involvement of industry and the emergence of diverse sources of funding for British HE including the Manpower Services Commission (now the Training Commission).An earlier version of this paper was presented to the Ninth European AIR Forum on the Changing Relationship between Government and Higher Education, University of Twente, Enschede, Netherlands, 24–6 August 1987. 相似文献
19.
Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
20.
This paper discusses research examining the attitudes and behaviours of researching women in academia and considers the effect
of these factors on successful researching outcomes. The results of this exploratory research highlight in particular, a number
of interesting environmental influencers which contribute to enhancing successful work outcomes for academic women researchers.
Specifically, personal factors such as, marital status, partner support, age, cultural background and level of organisation
(in life) coupled with, research defined factors such as incentive for conducting the research and the existence of research
partnerships and/or groups are identified as significant performance influencers. These dimensions appear to facilitate the
level of research productivity for women academics based on key performance indicators such as journal/conference paper submissions
and successful research funding applications. The potential benefits of this exploratory research are that any correlation
between specific self-supporting attitudes or behaviours of successful women academics and effective research outcomes could
provide important clues to both emerging and continuing researchers for career development and promotion. 相似文献