The Impact of Italian Performance-Based Research Funding Systems on the Intensity of International Research Collaboration

Autor/inn/en	Abramo, Giovanni; D'Angelo, Ciriaco Andrea
Titel	The Impact of Italian Performance-Based Research Funding Systems on the Intensity of International Research Collaboration
Quelle	In: Research Evaluation, 32 (2023) 1, S.47-57 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abramo, Giovanni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-2029
DOI	10.1093/reseval/rvac026
Schlagwörter	Foreign Countries; Performance Based Assessment; International Cooperation; Researchers; Financial Support; Bibliometrics; Evaluation Research; Italy + Suchen Sie Ihr Suchwort? Ausland; Leistungsermittlung; Internationale Kooperation; Internationale Zusammenarbeit; Researcher; Forscher; Finanzielle Förderung; Bibliometrie; Evaluationsforschung; Italien
Abstract	The study of national research assessment exercises serves to evaluate the effectiveness of policies versus their objectives and to improve the formulation of future initiatives. The aim of the current study is to verify whether the introduction of the first performance-based research funding in Italy, based on the 2004-10 VQR assessment, achieved the intended objective of inducing greater international collaboration on the part of researchers. For this, we apply a bibliometric approach based on the observation of coauthorships in Italian and worldwide scientific publications over a 14-year period, beginning in the target years of the VQR assessment. Through an Interrupted Time Series Analysis, we compare the expected and observed patterns of international coauthorship for Italy and the rest of the world. Although the rate of internationalization of Italian research is seen to be increasing, whether this is a consequence of the VQR incentives, or rather part of a global phenomenon of recourse to international collaboration in response to the increasingly complex scientific challenges, it is open to interpretation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01