Evaluating the Non-Academic Impact of Academic Research: Design Considerations

Autor/inn/en	Gunn, Andrew; Mintrom, Michael
Titel	Evaluating the Non-Academic Impact of Academic Research: Design Considerations
Quelle	In: Journal of Higher Education Policy and Management, 39 (2017) 1, S.20-30 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gunn, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2016.1254429
Schlagwörter	Research Design; Measurement; Time; Evaluation Methods; Users (Information); Outcome Measures; Higher Education; Foreign Countries; Financial Support; United Kingdom + Suchen Sie Ihr Suchwort? Forschungsdesign; Messverfahren; Zeit; Benutzerprofil; Nutzer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Finanzielle Förderung; Großbritannien
Abstract	Evaluation of academic research plays a significant role in government efforts to steer public universities. The scope of such evaluation is now being extended to include the "relevance" or "impact" of academic research outside the academy. We address how evaluation of non-academic research impact can promote more such impact without undermining academic freedom and research excellence. Five questions on evaluation design are considered: (1) What should be the object of measurement? (2) What should be the timeframe? (3) How should non-academic users of research inform evaluation processes? (4) How should controversial impacts be managed? (5) When in funding cycles should impact evaluation occur? We conclude that non-academic impact should be selectively promoted and evaluated. This is how greater gains from research might be best captured without imposing misguided and onerous reporting requirements on individuals and institutions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01