Trends in Publication in the Race for World-Class University: The Case of Taiwan

Chou, Chuing Prudence; Chan, Chi-Fong

doi:10.1057/s41307-016-0016-6

Cited by 32 publications

(18 citation statements)

References 29 publications

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“…Models of future academic productivity among natural resources faculty members identify publishing early in one's academic pathway as one of the best predictors of longer‐term success (Swihart, Sundaram, Hoeoek, & Dewoody, 2016; Swihart, Sundaram, Kellner, & Fei, 2018). Universities are rewarded when they succeed in raising the research status of their institution, and one common metric for determining the research ranking is the annual number of publications per faculty member (Chou & Chan, 2016). This measure has resulted in hiring, tenure, and promotion decisions becoming increasingly focused on publication record.…”

Section: Discussionmentioning

confidence: 99%

Rising expectations: Natural resources graduate student authorship of publications

Copenheaver

2020

Natural Sciences Education

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Publication patterns of natural resources graduate students from nine U.S. universities were compared across seven decades in an effort to assist graduate students and faculty members in setting realistic expectations for publication. Graduate students steadily increased their level of publication in peer‐reviewed journals across the study period. In the 1950s, 0% of doctoral students published their research and by the 2000s, 73% of doctoral students published their research. There was also an increasing temporal trend in the number of co‐authors on graduate student publications. In the 1960s, 50% of graduate student publications had two co‐authors and in the 2000s, 28% of graduate‐student publications had two authors; 29% had three authors; 21% had four authors; 13% had five authors; and 10% had six or more authors. Publications authored by doctoral students received significantly more citations (average of 23.2 citations per publication) than those publications authored by master's students (average of 17.1 citations per publication). As expectations for graduate student publication and ability to work on larger research teams rise, it is important that universities and faculty advisors provide resources and training to allow graduate students to successfully reach these new expectations.

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Section: Discussionmentioning

confidence: 99%

Rising expectations: Natural resources graduate student authorship of publications

Copenheaver

2020

Natural Sciences Education

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“…However, the rationale behind managerialism is to foster a performative culture among members of staff, as universities need to respond to increased competitive pressures for resources, competences and capabilities (Decramer et al, 2013; Enders, 2004; Marginson, 2000, 2006). These issues have changed the HEIs’ academic cultures and norms in an unprecedented way (Chou and Chan, 2016; Marginson, 2013).…”

Section: The ‘Managerialism’ In Higher Educationmentioning

confidence: 99%

“…Therefore, HEIs recruit academics who are prolific authors that publish high-impact research with numerous citations in peer-reviewed journals (Camilleri and Camilleri, 2018; Wood and Salt, 2018). They may prefer researchers with scientific or quantitative backgrounds, regardless of their teaching experience (Chou and Chan, 2016). These universities are prioritizing research and promoting their academics’ publications to the detriment of university teaching.…”

Section: The Performance Management Frameworkmentioning

confidence: 99%

“…Thus, the academics’ contributions in key international journals is the predominant criterion that is used to judge the quality of academia (Billing, 2004). For this reason, the vast majority of scholars are using the English language as a vehicle to publish their research in reputable, high-impact journals (Chou and Chan, 2016). Hence, the quantity and quality of their research ought to be evaluated through a number of criteria (Dill and Soo, 2005; Lo, 2011, 2014).…”

Section: The Performance Management Frameworkmentioning

confidence: 99%

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Using the balanced scorecard as a performance management tool in higher education

Camilleri

2020

Management in Education

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This article presents a critical review of the relevant literature on managerialism and performance management in higher education. Afterwards, it features an inductive research that involved semi-structured interview sessions with academic members of staff. The interpretative study relied on the balanced scorecard’s (BSC) approach as it appraised the participants’ opinions and perceptions on their higher education institution’s (HEI) customer, internal, organizational capacity and financial perspectives. The findings have revealed the strengths and weaknesses of using the BSC’s financial and non-financial measures to assess the institutional performance and the productivity of individual employees. In sum, this research reported that ongoing performance conversations with academic employees will help HEI leaders to identify their institutions’ value-creating activities. This contribution implies that HEI leaders can utilize the BSC’s comprehensive framework as a plausible, performance management tool to regularly evaluate whether their institution is (i) delivering inclusive, student-centred, quality education; (ii) publishing high-impact research; (iii) engaging with internal and external stakeholders; and (iv) improving its financial results, among other positive outcomes.

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“…The push to publish is a well-known and pervasive phenomenon in academia in many different countries 1–5. The publish-or-perish dictum puts pressure both on academics and higher education institutions 5–8. Academics strive to further their careers, and one of the indicators they are measured by is their research productivity and citations 7 9 10.…”

Section: Introductionmentioning

confidence: 99%

Author misrepresentation of institutional affiliations: protocol for an exploratory case study

et al. 2019

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IntroductionUniversity ranking systems and the publish-or-perish dictum, among other factors, are driving universities and researchers around the world to increase their research productivity. Authors frequently report multiple affiliations in published articles. It is not known if the reported institutional affiliations are real affiliations, which is when the universities have contributed substantially to the research conducted and to the published manuscript. This study aims to establish whether there is an empirical basis for author affiliation misrepresentation in authors with multiple institutional affiliations.Methods and analysisThis individual secondary data exploratory analysis on Scopus-indexed articles for 2016 will search all authors who report multiple institutional affiliations in which at least one of the affiliations is to a Chilean university. We will consider that misrepresentation of an affiliation is more likely when it is not possible to verify objectively a link between the author and the mentioned institution through institutional websites. If we cannot corroborate the author affiliation, we will consider this a finding of potential misrepresentation of the affiliation. We will summarise results with descriptive statistics.Ethics and disseminationThe study protocol was approved by the institutional ethics committee of Universidad de Santiago de Chile, Resolution No. 261, and dated January 15, 2018. Results will be submitted to the World Conference on Research Integrity, among other meetings on publication ethics and research integrity, and will be published in scientific, peer-reviewed journals.

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Trends in Publication in the Race for World-Class University: The Case of Taiwan

Cited by 32 publications

References 29 publications

Rising expectations: Natural resources graduate student authorship of publications

Rising expectations: Natural resources graduate student authorship of publications

Using the balanced scorecard as a performance management tool in higher education

Author misrepresentation of institutional affiliations: protocol for an exploratory case study

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