The Academic Profession: The Dynamics of Emerging Countries

Marquina, Mónica; Ferreiro, Mariela

doi:10.1007/978-3-319-11767-6_11

Cited by 7 publications

(15 citation statements)

References 2 publications

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“…Consistent with previous research (Bentley 2015 ; Marquina and Ferreiro 2015 ; Shin and Cummings 2010 ; Kwiek 2016a ), international collaboration and publishing abroad statistically significantly increase the odds of becoming a top performer. However, as Ramsden ( 1994 : 223) argued, “identifying correlates of high productivity does not mean that we have identified causal relations”.…”

Section: Discussionsupporting

confidence: 86%

“…The response rate in Poland has been similar to response rates in several countries studying the academic profession in the last decade: studies in the Netherlands report 18% (de Weert and van der Kaap 2014 : 121), in Canada 17% (Jones et al 2014 : 348), in the United Kingdom 15% (Locke and Benion 2011 : 178), in Hong Kong 13% (Rostan et al 2014 : 25), in the Republic of Korea 13% (Shin et al 2014 : 183), and in Croatia, Austria, Switzerland, and Portugal about 10% or less (Teichler and Höhle 2013 : 8). However, the absolute size of the Polish sample was between two and three times higher compared with other countries conducting CAP/EUROAC surveys (Shin and Cummings 2010 ; Cummings and Finkelstein 2012 ; Bentley and Kyvik 2013 ; Teichler et al 2013 ; Marquina and Ferreiro 2015 ; Bentley 2015 ): as often argued, the bigger the sample, the more representative it is likely to be, provided the sample is randomly selected (Bryman 2012 : 198).…”

Section: Methodsmentioning

confidence: 95%

“…Top performers are examined through a bivariate analysis of the working time distribution and the teaching or research role orientation. Although bivariate analyses are limited as they do not control for other important factors that might affect research productivity (Teodorescu 2000 : 203), the two selected variables have emerged as key in numerous productivity studies (Bentley 2015 ; Bentley and Kyvik 2013 ; Drennan et al 2013 ; Jung 2014 ; Marquina and Ferreiro 2015 ; Shin and Cummings 2010 ; Kwiek 2016a ). However, a study of multidimensional relationships requires a model approach, and therefore, odds ratio estimates with logistic regression of being a highly productive Polish academic are presented, following inferential analyses.…”

Section: Methodsmentioning

confidence: 99%

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High research productivity in vertically undifferentiated higher education systems: Who are the top performers?

Kwiek¹

2018

Scientometrics

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The growing scholarly interest in research top performers comes from the growing policy interest in research top performance itself. A question emerges: what makes someone a top performer? In this paper, the upper 10% of Polish academics in terms of research productivity are studied, and predictors of entering this class are sought. In the science system (and Poland follows global patterns), a small number of scholars produce most of the works and attract huge numbers of citations. Performance determines rewards, and small differences in talent translate into a disproportionate level of success, leading to inequalities in resources, research outcomes, and rewards. Top performers are studied here through a bivariate analysis of their working time distribution and their academic role orientation, as well as through a model approach. Odds ratio estimates with logistic regression of being highly productive Polish academics are presented. Consistently across major clusters of academic disciplines, the tiny minority of 10% of academics produces about half (44.7%) of all Polish publications (48.0% of publications in English and 57.2% of internationally co-authored publications). The mean research productivity of top performers across major clusters is on average 7.3 times higher than that of the other academics, and in terms of internationally co-authored publications, 12.07 times higher. High inequality was observed: the average research productivity distribution is highly skewed with a long tail on the right not only for all Polish academics but also for top performers. The class of top performers is as internally stratified as that of their lower-performing colleagues. Separate regression models for all academics, science, technology, engineering and mathematics academics, and social sciences and humanities academics are built based on a large national sample (2525 usable observations), and implications are discussed.

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Section: Discussionsupporting

confidence: 86%

Section: Methodsmentioning

confidence: 95%

Section: Methodsmentioning

confidence: 99%

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High research productivity in vertically undifferentiated higher education systems: Who are the top performers?

Kwiek¹

2018

Scientometrics

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“…They found that highly productive academics emphasize basic/theoretical research and social responsibility in science more often than the rest of academics, and spend more time on research than on teaching (Postiglione and Jisun 2013: 171-177). Also, Marquina and Ferreiro (2015) studied a specifically constructed ''elite group'' of academics in six ''emergent'' countries, based on the same global academic profession survey. They compared ''elite groups'' with the ''rest'' of academics.…”

Section: Highly Productive Academics: Review Of the Literaturementioning

confidence: 99%

“…Following a handful of previous studies focusing on the theme to varying degrees (de Solla Price 1963;Crane 1965;Prpić 1996;Abramo et al 2009;Postiglione and Jisun 2013;Marquina and Ferreiro 2015), our goal was to explore the ''European research elite'' through large-scale quantitative material. We sought to empirically test the expectations arising out of prior smaller-scale and single-nation research.…”

Section: Introductionmentioning

confidence: 99%

The European research elite: a cross-national study of highly productive academics in 11 countries

Kwiek¹

2015

High Educ

145

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In this paper, we focus on a rare scholarly theme of highly productive academics, statistically confirming their pivotal role in knowledge production across 11 systems studied. The upper 10 % of highly productive academics in 11 European countries studied (N = 17,211) provide on average almost half of all academic knowledge production. In contrast to dominating bibliometric studies of research productivity, we focus on academic attitudes, behaviors, and perceptions as predictors of becoming research top performers across European systems. Our paper provides a (large-scale and cross-country) corroboration of the systematic inequality in knowledge production, for the first time argued for by Lotka (J Wash Acad Sci 16:317-323, 1929) and de Solla Price (Little science, big science. Columbia University Press, New York, 1963). We corroborate the deep academic inequality in science and explore this segment of the academic profession. The European research elite is a highly homogeneous group of academics whose high research performance is driven by structurally similar factors, mostly individual rather than institutional. Highly productive academics are similar from a cross-national perspective, and they substantially differ intra-nationally from their lower-performing colleagues.

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Quality Control: Struggles for Accountability and Value

Železa

2016

The Transformation of Global Higher Education, 1945-2015

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The Academic Profession: The Dynamics of Emerging Countries

Cited by 7 publications

References 2 publications

High research productivity in vertically undifferentiated higher education systems: Who are the top performers?

High research productivity in vertically undifferentiated higher education systems: Who are the top performers?

The European research elite: a cross-national study of highly productive academics in 11 countries

Quality Control: Struggles for Accountability and Value

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