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Contributions for innovative institutional research quality assessment practices and processes

Contributions for innovative institutional research quality assessment practices and processes

Cabral, A. P. and Huet, I. (2012) Contributions for innovative institutional research quality assessment practices and processes. Procedia - Social and Behavioral Sciences, 47. pp. 1109-1114. ISSN 1877-0428 (doi:10.1016/j.sbspro.2012.06.787)

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Abstract

The urge for the achievement of excellence patterns in research has led higher education institutions to become more and more aware of their role in the process by putting their strategic emphasis on the development of assessment tools towards the monitoring and evaluation of research quality. We intend to review the lessons learned from current research assessment experiences and collect good practices and recommendations using semi-directed interviews with evaluation panel members, institutions’ representatives and researchers involved in the last UK’s Research Assessment Exercise. Our major aim is to present and discuss a set of guidelines as a first input for the design of an evaluation framework to evaluate and monitor the quality of research at an institutional level. We seek to add significantly to our understanding of what can be actually done using strategic planning to look forward in the areas of research engagement/resources and institutional culture, productivity/ performance and innovation, quality/merit and impact and sustainability/ support. Overall, the challenges of promoting research are discussed and strategies for its enhancement are included.

Item Type: Article
Uncontrolled Keywords: Assessment; Quality; Research; Good practices
Subjects: L Education > LB Theory and practice of education
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Primary Education
Last Modified: 20 Jun 2017 11:58
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/17330

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