Enhancing the Quality of Research in Europe: Theoretical Perspectives on and Guiding Principles for Researcher Development

Evans, Linda

doi:10.1007/978-3-319-20877-0_37

Cited by 3 publications

(6 citation statements)

References 27 publications

(31 reference statements)

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“…Consistent with the criticism I have levelled at the Bologna discourse on doctoral education (Evans 2015), I repeat that guiding principles, as the typical products of this discourse, are too general and wishy-washy to have a meaningful and transformative impact on the quality of European higher education provision and output. Greater specificity needs to be incorporated into agreed processes and procedures, including the provision of yardsticks that clearly delineate and illustrate standards (which could vary to reflect, and apply differentially to, different national or regional circumstances, stages of development, and cultures) against which achievements and progress at the micro and meso levels may be evaluated, that will take us-the European academic community-forward.…”

Section: Ehea-facilitated Transition Towards a Post-neoliberal Europesupporting

confidence: 53%

“…More precisely, such professionalism-(re)shaping would in fact represent initial drafting, rather than redrafting, since neither the Bologna Process nor the EHEA explicitly delineates the shape or nature of European academic professionalism that are either "prescribed" or "demanded (or requested)". 4 Certainly, since they are promoted and facilitated by the Bologna process, receptivity to international mobility, collaboration and co-operation are implicitly identified as features of what we may think of as EHEA-approved academic professionalism, but other than such implications, what the European academic (including at the pre-employment, early career stage) may reasonably be expected to "look like" (or aspire to look like) remains largely unarticulated-a lacuna that, with a specific focus on researcher development in Europe, I address elsewhere (Evans 2015).…”

Section: The Building Blocks Of a Post-neoliberal Ehea: European Acadmentioning

confidence: 99%

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Re-shaping the EHEA After the Demise of Neoliberalism: A UK-Informed Perspective

Evans

2018

European Higher Education Area: The Impact of Past and Future Policies

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Section: Ehea-facilitated Transition Towards a Post-neoliberal Europesupporting

confidence: 53%

Section: The Building Blocks Of a Post-neoliberal Ehea: European Acadmentioning

confidence: 99%

Re-shaping the EHEA After the Demise of Neoliberalism: A UK-Informed Perspective

Evans

2018

European Higher Education Area: The Impact of Past and Future Policies

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Section: Literature Review 21 Policies For Building a Sustainable Res...mentioning

confidence: 99%

“…Previous studies have addressed the state of the research area in different contexts, analysing success factors and suggesting improvements, while policies have formulated guidelines and recommendations to re-shape and advance the state of things [6,[8][9][10][11][12][13][14]. Researchers have noted that studies about the European research context are lagging behind those relating to the American context [8,9]. The present article wishes to contribute to closing this gap and investigates the key dimensions of research performance in the Romanian research landscape, as part of and in line with overarching policies of the European Research Area (ERA) and seminal theories on job performance.…”

Section: Literature Review 21 Policies For Building a Sustainable Res...mentioning

confidence: 99%

Anatomy of Research Performance from a Bottom-Up Approach: Examination of Researchers’ Perspective

2022

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Performance-based research policies and programmes have fundamentally altered both organisational and individual behaviours and expectations, putting immense pressure on researchers. The soundness of research, originality, valorisation potential, and societal and economic impacts are highly valued and expected characteristics of research. Yet, our understanding of the effects of various systemic and organisational factors on research performance is limited. In an exploratory, single-country case, this paper aimed to develop and examine different models of research performance as perceived by researchers themselves using a large cross-disciplinary sample of 553 researchers from 72 public research organisations in Romania. A pre-tested questionnaire was self-administered online, comprising seven scales: (1) recruitment and selection, (2) research recognition and value, (3) participation in research projects and teams, (4) work incentives, (5) job payment and salary, (6) career development opportunities, and (7) leadership effectiveness. Maximum likelihood and Bayesian estimators were used to test three structural models: (M1) mono-factor; (M2) intercorrelated dimensions, and (M3) the dimensions are indicators of a general construct. Additionally, a path analysis was carried out to study the relationships among the dimensions. We found that M2 and M3 fit the empirical data better. The results showed that career development programmes and opportunities gain centrality in achieving research performance by directly influencing participation and research projects and teams and mediating the effect of job payment. Revealingly, powerful work incentives within research organisations are international mobilities or appreciation awards. When informing evidence-based policies, the models we propose could serve the goal of improving research performance through talent development as the main proxy.

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“…Researcher "development" has also been framed in terms of behavioural, attitudinal and intellectual development (Evans, 2011b(Evans, , 2015. Evans, has sub areas under each framework heading; "behavioural development"processual, procedural, productive and competential; "attitudinal development"perceptual, evaluative and motivational; "intellectual development"epistemological, rationalistic, comprehensive and analytical.…”

Section: Introductionmentioning

confidence: 99%

The practice of the development of researchers: the “state-of-the-art”

Bromley

Warnock

2021

SGPE

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Purpose In this review paper, the authors are particularly interested in the growth in the scholarly investigation of the efficacy of developmental interventions for doctoral and early career researchers. This paper aims to provide a “State of the Art” overview of the emerging fields of research and suggest areas that command more research. Design/methodology/approach A foundation of key disseminations relating to the new discipline has become established, and it is the outputs of these that the authors look to first in their review. However, much of the work is reported in the proceedings of two specific conferences, known to the authors and does not appear in database searches, which results in a concentration of research in two specific countries, namely, the UK and Australia. Relatively little is found from database searches, however approached, but the authors also report on this work. Findings There is a general gap in the depth of the body of work in all areas of literature relating to research on the practice of developing researchers. We have identified specific areas as the most limited in terms of the body of published research including research governance; work life balance; engagement influence and impact training and creativity and innovation training. Research limitations/implications There is much work as yet unpublished and the practice of rigorous study and publication is not yet generally embedded in this research discipline. Practical implications Without the depth of rigorous and robust findings of research to provide us with evidence of good practice, the emergent discipline will struggle to have integrity in its practice. Continued growth in research in this emergent discipline is essential. Originality/value To the best of the authors’ knowledge, this is the first review of its kind looking at the published research in respect of the development of researchers.

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Enhancing the Quality of Research in Europe: Theoretical Perspectives on and Guiding Principles for Researcher Development

Cited by 3 publications

References 27 publications

Re-shaping the EHEA After the Demise of Neoliberalism: A UK-Informed Perspective

Re-shaping the EHEA After the Demise of Neoliberalism: A UK-Informed Perspective

Anatomy of Research Performance from a Bottom-Up Approach: Examination of Researchers’ Perspective

The practice of the development of researchers: the “state-of-the-art”

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