McNay, Ian (2007) Research assessment; researcher autonomy. In: Kayrooz, Carole, Åkerlind, Gerlese S. and Tight, Malcolm, (eds.) Autonomy in Social Science Research. International Perspectives on Higher Education Research (4). Emerald Group Publishing Limited, Oxford, UK, pp. 183-216. ISBN 978-0-7623-1405-8 (doi:10.1016/S1479-3628(06)04009-3)

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Abstract

The social science research community in higher education in the United Kingdom constitutes the largest group of staff covered by any of the six research councils. Over 25% of the people entered in the 2001 Research Assessment Exercise (RAE) had a social science base. This chapter examines the way the pattern of social science research in the UK has been affected by, mainly, the RAE, the interpretations and strategic implementations that flow from it, and the funding allocations it informs. It draws on my own previous work, and that of others across a range of social science disciplines, as well as a small survey of active researchers conducted in late 2004/early 2005 as processes were set in train for the 2008 exercise. The critique of a process based mainly on peer review provides food for thought for those in Australia, where a research quality assessment exercise is in prospect. Paradoxically, the UK may be moving, after 2008, to an approach close to the one being abandoned in Australia.

Item Type:	Book Section
Additional Information:	[1] Also, International Perspectives on Higher Education Research series, ISSN: 1479-3628.
Uncontrolled Keywords:	social science research, RAE, funding allocation, research assessment
Subjects:	H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Pre-2014 Departments:	School of Education School of Education > Department of Professional Learning & Development
Related URLs:	Publisher Organisation
Last Modified:	13 Feb 2020 12:26
URI:	http://gala.gre.ac.uk/id/eprint/2884

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