By Steven Wooding, Jonathan Grant
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Extra info for Assessing Research: The Researchers' View (2003)
This was intended to allow different institutions to focus on their strengths. In order for this system to work it was suggested that the highest level of funding would have to be awarded to institutions that achieved top rating for a fraction of the criteria, for example three out of five, otherwise institutions would continue to chase top rating in all criteria. One possible problem of using excellence profiles was that if all institutions rated highly in some area they would all achieve the same overall rating.
Lay panel members – using lay members on panels, or possibly experienced lay members such as judges as chairs for panels. Review interval – either increasing the review interval, or having a continual rolling process of review. Funding high flyers – direct allocation of funds to high fliers in low rated departments. Transfer Fees – providing recognition to departments that nurtured researchers who then become high flyers. Figure 16: A prompt card of systems ideas After the plenary feedback for Task 3, in which each group presented their system to the whole workshop group (an example flip chart is shown in Figure 17), we asked one member of each group to swap.
It was noted that this might be particularly true for work in the Arts; as such work was often supported in kind or with money that did not appear in the University accounts. Considering bibliometric measures it was noted that this would require some kind of equivalence scale for alternative research outputs such a journal articles and books, and that citation impact would need to be calibrated for confounding factors such as academic seniority. One group was keen to use metrics to assess the long-term impact of researcher and another thought that research income should not be included in any metric.
Assessing Research: The Researchers' View (2003) by Steven Wooding, Jonathan Grant