Research evaluation is an activity undergoing change. The traditional peer review system with its focus on scientific content and methodology has long been the backbone of research evaluation, but over the last three decades other criteria and considerations have also been integrated into the evaluation of science. This paper investigates how recent societal developments -epitomised by the concept of the Agora -influence research evaluations and how we perceive them. Are they still grounded in a scientific rationale, or are they more to be understood as a result of a social rationale?

Regional index term: Portugal Mondego EstuaryKeywords: erosion threshold erosion rate behaviour macrofauna feeding microphytobenthos biostabilization a b s t r a c tThe impact of three dominating benthic invertebrates on sediment stability and erosion conditions of cohesive sediments in the Mondego Estuary, Portugal, was examined in laboratory annular flume experiments. The purpose was to test how the life habits and body size of the three involved species (Hydrobia ulvae, Nereis diversicolor and Scrobicularia plana) in terms of density or biomass influence sediment erosion. All three species decreased the free-stream erosion threshold (u c ) and increased erosion rate (E), since their feeding activities diminished the surface stabilizing effect of extracellular polymeric substances (EPS) produced by microphytobenthos. S. plana had the highest and H. ulvae the lowest impact when related to density (factor of 29 for u c and factor of 19 for E), while H. ulvae was more important than S. plana when related to biomass (factor of 4 for u c and factor of 6 for E). N. diversicolor had intermediate density-specific (4e6 times higher than H. ulvae) and lowest biomass-specific (2e3 times lower than S. plana) effects on erosion. It appears that faunal erosion impacts preferably should be reported in biomass units for comparative purposes because individual behavioural effects of a smallbodied species like H. ulvae functionally can be relatively more important than those of a 100 times heavier S. plana individual. This is clearly evidenced from the strongly diminished response in suspended Chlorophyll-a content in the presence of the former than the latter species, which is caused by an efficient microphytobenthos grazing by H. ulvae. It is also important to emphasize that the total faunal impact on erosion threshold in a certain area is dictated by combination of contributions from individual species. The total outcome is unpredictable and controlled by synergistic and antagonistic speciesspecific effects, species interactions as well as environmental and sediment conditions.

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In most of the Western world, high expectations of educational leadership exist. School leaders are regarded as important actors in the implementation of reforms, which are occurring at an increasing pace. Furthermore, they are regarded as professionals who can make judgments on behalf of their pupils, teachers, and schools. However, becoming a school leader is an underexposed process that typically involves a departure from one's previous professional identity as a teacher. In this article, we study this process by analysing qualitative interviews that were conducted with three school leaders in the Danish primary public school (Folkeskole): a young member, a middle-aged member, and a senior member. Our point of departure is Bourdieu's theory of habitus, as well as narrative theory. We find that all school leaders construct professional identities in continuation of their teacher identities but that these differ along the lines of what we refer to as professional leaders and leaders of the profession.