El efecto Cajal: análisis bibliométrico del Programa Ramón y Cajal en la Universidad de Granada

Torres‐Salinas, Daniel; Contreras, Evaristo Jiménez

doi:10.3989/redc.2015.1.1127

Cited by 7 publications

(5 citation statements)

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“…Those hired by means of this program mainly carry out their research within universities and research centers. Their productivity is 2.29 articles per year, compared to 0.66 of all other PhDs, as reported in a study by Torres-Salinas and Jiménez-Contreras ( 2015 ).…”

Section: Researchmentioning

confidence: 58%

“…As reported in the literature (see, for instance, Van Leeuwen, 2009 ; Moya-Anegón et al, 2013 , and Bordons et al, 2015 ), international collaboration contributes to substantially improving results in terms of quantity and quality of the published research. A discussion around the role of the affiliation of the corresponding author as a measure of leadership has taken place, as reported by Torres-Salinas and Jiménez-Contreras ( 2015 ). However, depending on the discipline, positions such as first or last author also constitute signals of leadership and/or seniority (Xiaojun et al, 2010 ).…”

Section: Researchmentioning

confidence: 99%

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Research, Teaching, and Knowledge Transfer Assessment in Spain: Strategies and Results

Docampo

Safón

Albert

2022

Front. Res. Metr. Anal.

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In Spain, faculty members' and researchers' activities are assessed for three main reasons: applying for university teacher and researcher positions, developing their academic careers, and calculating their individual remunerations. This assessment covers three dimensions of university activity: teaching, research, and knowledge transfer. Over the last 20 years, the level of career-related requirements has been raised considerably with the introduction of a habilitation system in 2001, which was followed by a new accreditation system in 2007, both national in scope and beyond the control of individual universities. On the other hand, during the last three decades, three distinct financial incentives have been introduced for tenure-track positions: one for teaching achievements, which was introduced in 1989, is awarded every five years, and is managed by the universities; a research incentive that was created in 1989, is available every 6 years, and is managed outside the universities; and another one that has been recently created to reward knowledge-transfer achievements. In this article, we analyze the results achieved through these instruments and conclude that the incentive schemes taken out of the academic control of university governance were the most successful ones.

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Section: Researchmentioning

confidence: 58%

Section: Researchmentioning

confidence: 99%

Research, Teaching, and Knowledge Transfer Assessment in Spain: Strategies and Results

Docampo

Safón

Albert

2022

Front. Res. Metr. Anal.

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“…The promotion of knowledge flows within region is seen as one of the key strategies to ensure a more direct path towards innovation (Tijssen & van Wijk, 1999). This interest on mobility has permeated in many countries, fostering scientists to undertake short-term mobility periods (Cañibano, Fox, & Otamendi, 2016) and converting international experience as a pre-requisite in programmes attracting talent (i.e., Cañibano, Otamendi, & Andujar, 2008;Torres-Salinas & Jiménez-Contreras, 2015).…”

Section: The European Union and The Promotion Of International Mobilitymentioning

confidence: 99%

The Differing Meanings of Indicators Under Different Policy Contexts. The Case of Internationalisation

Robinson-García

Ràfols

2020

Evaluative Informetrics: The Art of Metrics-Based Research Assessment

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In this chapter we build upon Moed's conceptual contributions on the importance of the policy context when using and interpreting scientometric indicators. We focus on the use of indicators in research evaluation regarding internationalisation policies. The globalization of higher education presents important challenges to institutions worldwide, which are confronted with tensions derived from the need to respond both, to their local necessities and demands while participating in global networks. In this context, indicators have served as measures for monitoring and enforcing internationalisation policies, in many cases interpreting them regardless of the policy context in which they are enforced. We will analyse three examples of indicators related to internationalisation. The first one is about international collaborations, under the assumption that a greater number of internationally co-authored publications will benefit a national science system as it will result in higher citation impact. The second one relates to the promotion of English language as the dominant language of science. The third case analyses how different policy contexts shape the selection and construction of indicators, sometimes in a partial way which does not properly reflect the phenomenon under study. The examples illustrate that the interpretation and policy implications of the 'same' S&T indicators differ depending on specific contexts.

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“…International comparisons indicate that these contracts have prompted Danish universities to record high levels of use of digital tools. Despite the uncertainty about the impact of this strategy on education outcomes, cross-country comparisons show that Danish students experience ICT-supported teaching and learning, such as virtual teaching or incorporation of videos and social media, on a more frequent basis because of this policy (Tømte et al, 2019 [111]).…”

Section: Digitalisation For Improving Learning and Teachingmentioning

confidence: 99%

Student fees and student financial support

2020

Higher Education

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Higher education plays a more prominent role in OECD member and partner countries today than it did a half-century ago. It educates many more learners and it is increasingly expected to make key contributions to economic innovation, public health and social well-being. Higher education is also much more costly than it once was, due both to these expanded responsibilities and chronic difficulty in identifying ways to boost the productivity with which it carries out its missions. Burgeoning responsibilities and costs have brought heightened scrutiny on the part of governments and households, who expect higher education systems and institutions to demonstrate that they are making sound use of the resources with which they have been entrusted. Although public and private investment in higher education has risen and expectations of performance have grown, those who are responsible for mobilising, allocating and using resources in higher education systems continue to find that reliable evidence to assess policy options, guide their decisions and account for their choices-especially evidence based in international experience-is absent or insufficient. Large exogenous shocks to economies and public budgets-such as the coronavirus (COVID-19) pandemicmake these needs even more pressing. The OECD Higher Education Resources Project was initiated to support member countries in narrowing this gap between decision-making and evidence. It aims to do this by identifying and sharing promising policies that can guide the allocation and use of financial and human resources in higher education. The project begins with this report, Resourcing Higher Education, which examines key challenges relating to resourcing higher education that policy makers in OECD higher education systems face. The report identifies what research evidence can tell us about these challenges and presents the challenges, questions and evidence in a way that will help structure and guide the data collection and policy analysis carried out in system-specific projects undertaken within the Higher Education Resources Project. The second phase of the project implements analyses of higher education resourcing in a cohort of OECD member countries, the results of which will presented in a series of country reviews and thematic policy briefs. In a third phase, the knowledge gained in these projects will be shared through peer-learning events and thematic publications on resourcing topics of wide interest to member countries. Colombia was not an OECD Member at the time of preparation of this publication. Accordingly, Colombia does not appear in the list of OECD Members and is not included in the zone aggregates.

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El efecto Cajal: análisis bibliométrico del Programa Ramón y Cajal en la Universidad de Granada

Cited by 7 publications

References 4 publications

Research, Teaching, and Knowledge Transfer Assessment in Spain: Strategies and Results

Research, Teaching, and Knowledge Transfer Assessment in Spain: Strategies and Results

The Differing Meanings of Indicators Under Different Policy Contexts. The Case of Internationalisation

Student fees and student financial support

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