Publication incentives undermine the utility of science: Ecological research in Mexico

Neff, Mark W.

doi:10.1093/scipol/scx054

Cited by 37 publications

(30 citation statements)

References 40 publications

(55 reference statements)

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“…The incentive to publish first and foremost in international journals became common in the 1980s. Incentives to publish can be direct, such as the monetary reward systems in Mexico (Neff 2017) and China (Quan et al 2017); as per these systems, if a researcher publishes in a way promoted by an incentive, they can receive extra funding or a larger salary. Not only do direct cash incentives influence how researchers publish their results, but can also affect career incentives (e.g.…”

Section: Introductionmentioning

confidence: 99%

Examining how country-level science policy shapes publication patterns: the case of Poland

Korytkowski

Kulczycki

2019

Scientometrics

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This country case study describes how science policy instruments are designed to shape publication patterns and identifies the changes in researchers' productivity that can be observed over the period 2009-2016 in Poland by analysing data on 452,277 publications submitted to the country's national research evaluation system. Our analysis reveals that policy instruments used in the country's national research evaluation system, academic promotion procedures and competitive grants have increased the number of articles with an impact factor without compromising publication quality, as measured by a bibliometric indicator. Our findings highlight that only clear and stable incentives have influenced researchers' publications. Therefore, patterns in scholarly book publications-for which regulations were not clear and stable-have not been significantly shaped by science policy.

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Section: Introductionmentioning

confidence: 99%

Examining how country-level science policy shapes publication patterns: the case of Poland

Korytkowski

Kulczycki

2019

Scientometrics

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“…). Publication incentives are one of the most important science policies, but they can restrict scientists from producing useful science (Neff ) and from participating in collaborations (Shanley & López ). To overcome these limitations, several authors have recommended to organizations and funders, for example, rewarding alternative career paths, participation in expert groups, publishing in gray literature (Young et al.…”

Section: Discussionmentioning

confidence: 99%

“…First, formal institutional arrangements could be modified to reward engagement in the sciencepractice interface (Young et al 2014;Cvitanovic et al 2016;. Publication incentives are one of the most important science policies, but they can restrict scientists from producing useful science (Neff 2018) and from participating in collaborations (Shanley & López 2009). To overcome these limitations, several authors have recommended to organizations and funders, for example, rewarding alternative career paths, participation in expert groups, publishing in gray literature (Young et al 2014;Cvitanovic et al 2016) and investing additional resources in policy-impact plans developed in collaboration with decision makers (Tyler 2017).…”

Section: Implications For Linking Science and Practicementioning

confidence: 99%

Shared ways of thinking in Brazil about the science–practice interface in ecology and conservation

Bertuol‐Garcia

Morsello

El-Hani

et al. 2018

Conservation Biology

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The debate in the literature on the science–practice interface suggests a diversity of opinions on how to link science and practice to improve conservation. Understanding this diversity is key to addressing unequal power relations, avoiding the consideration of only dominant views, and identifying strategies to link science and practice. In turn, linking science and practice should promote conservation decisions that are socially robust and scientifically informed. To identify and describe the viewpoints of scientists and decision makers on how the science–practice interface should work in order to improve conservation decisions, we interviewed Brazilian scientists (ecologists and conservation scientists, n = 11) and decision makers (n = 11). We used Q methodology and asked participants to rank their agreement with 48 statements on how the science–practice interface should work in order to improve conservation decisions. We used principal component analysis to identify shared viewpoints. The predominant viewpoint, shared by scientists and decision makers, was characterized by valuing the integration of scientific and strategic knowledge to address environmental problems. The second viewpoint, held mostly by decision makers, was distinguished by assigning great importance to science in the decision‐making process and calling for problem‐relevant research. The third viewpoint, shared only by scientists, was characterized by an unwillingness to collaborate and a perception of scientists as producers of knowledge that may help decision makers. Most participants agreed organizations should promote collaboration and that actors and knowledge from both science and practice are relevant. Disagreements concerned specific roles assigned to actors, willingness to collaborate, and organizational and institutional arrangements considered effective to link science and practice. Our results suggest there is ample room for collaborations and that impediments lie mainly in existing organizations and formal institutional arrangements rather than in negative attitudes between scientists and decision makers.

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“…Colombian academics are under similar pressures to academics in other Latin American countries to publish their research (Delgado 2011;Neff 2018) as a path to individual career progression as well as to enhance the global ranking and prestige of their university (Cárdenas 2016;Flowerdew 2015). The visibility of their research is strengthened through publication in high-ranked journals, particularly within "the global and U.S.-centric research network" (Fischman et al 2010:1).…”

Section: Who Is Publishing and Where?mentioning

confidence: 99%

Teaching and learning research in higher education in Colombia: a literature review

Reedy

Farías

2019

Sotls

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This paper presents a systematic review of the extent and nature of teaching and learning research in higher education in Colombia over the past two decades and shines light on a body of literature from the South that has been relatively invisible on the global stage. The study found that the volume of SOTL taking place in higher education in Colombia is greater than indicated by previous research, but is taking place unevenly across the higher education landscape. This paper explores the challenges faced by Colombian scholars in engaging in and publishing teaching and learning research. The findings show that while teaching and learning research is happening in higher education in Colombia there are major issues in identifying and locating that research due to a lack of consistent terminology to describe SOTL. The findings also show that the nature of research emerging from Colombia is highly aligned with the global North in terms of methods, methodologies and themes. This paper concludes with recommendations on how to make Colombian learning and teaching research more visible and to reflect to a greater extent the diversity and richness in teaching and learning that takes places in Colombia. How to cite this article: REEDY, Alison Kay; GUERRERO FARÍAS; María Lucía. Teaching and learning research in higher education in Colombia: a literature review. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 10-30, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=113&path%5B%5D=44 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Publication incentives undermine the utility of science: Ecological research in Mexico

Cited by 37 publications

References 40 publications

Examining how country-level science policy shapes publication patterns: the case of Poland

Examining how country-level science policy shapes publication patterns: the case of Poland

Shared ways of thinking in Brazil about the science–practice interface in ecology and conservation

Teaching and learning research in higher education in Colombia: a literature review

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