Research Quality Assessment
Intended and Unintended Consequences
Bibliographic Data
| ID | 12928678 |
|---|---|
| Authors | David Bridges (0000-0003-3013-8628, corresponding author) |
| Year | 2011 |
| Volume | 3 |
| Issue | 1 |
| Pages | 31-38 |
| Publication date | 2011-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2304/power.2011.3.1.31 |
| OpenAlex | W2101299800 |
| Language | EN |
| Citations received | 4 |
| References cited | 8 |
Assessment, especially when linked to an infrastructure of rewards for successful performance, is a powerful driver of people's behaviour. In the context of publications it is therefore important that assessment tools focus on what is genuinely constitutive of the quality of educational research (i.e. intrinsic characteristics of quality) rather than on short cuts, which may be easier to quantify but which are only related to quality in highly contingent circumstances (i.e. extrinsic characteristics such as citation indices). Drawing on the European Educational Research Quality Indicators project, this article identifies some of the perhaps unwanted consequences of different approaches to quality assessment
Business · Context (archaeology · Epistemology · Management science · Political science · Quality (philosophy · Quality assessment · Risk analysis (engineering · Sociology · Unintended consequences · Accounting Education and Careers · Computer Science · Engineering · Higher Education Governance and Development · Psychology · Marketing
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,29 |
| Citation span | 2012 - 2020 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |