External assessment and ?Conditional financing? of research in Dutch Universities

Blume, Stuart; Spaapen, Jack

doi:10.1007/bf01096698

Cited by 12 publications

(8 citation statements)

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“…In relation to the number of students, the governmental block-grant support for the AU decreased by about 56% in real terms (Faber, 1993). Moreover, with the introduction of conditional financing in 1983 (Blume and Spaapen, 1988), a…”

Section: Shifts In Available Fundingmentioning

confidence: 99%

The effects of a changing institutional environment on academic research practices: three cases from agricultural science

2011

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This paper investigates the varying effects of a changing institutional environment on academic research practices in three fields of Dutch animal science. Our analysis shows that the shifts in funding have stimulated interactions with societal stakeholders in fields where this has helped to sustain a basic research agenda. In other fields researchers experience a tension between satisfying the needs of application-oriented funding sources and reaching high scores on evaluations dominated by bibliometric indicators. The paper concludes with the identification of three field characteristics that seem to moderate the effects of institutional changes on academic research practices.

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Section: Shifts In Available Fundingmentioning

confidence: 99%

The effects of a changing institutional environment on academic research practices: three cases from agricultural science

2011

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“…Many studies of the societal impact of research foreground universities' changing roles, often in the context of their funding conditions (Bornmann 2013;Hessels 2010;De Jong et al 2016; Morris and Rip 2006;Blume & Spaapen 1988). A parallel claim emerges that this has challenged universities' accepted societal roles self-evident, introverted, self-accountable institutions, funded based on the general belief in science's usefulness, with more direct proof being demanded for their usefulness (Olssen and Peters 2005).…”

Section: Introductionmentioning

confidence: 99%

“…A parallel claim emerges that this has challenged universities' accepted societal roles self-evident, introverted, self-accountable institutions, funded based on the general belief in science's usefulness, with more direct proof being demanded for their usefulness (Olssen and Peters 2005). That has necessitated universities justifying funding meeting societal needs, either directly in terms of economic growth or indirectly contributing more generally to societal wellbeing (Olssen and Peters 2005;Blume & Spaapen 1988;Gibbons 1998). This change is claimed to be problematic for universities and scientists, what Bozeman et al have referred to as the 'dark side' of societal impact (Bozeman et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Different worlds? Finding complementarity between research and societal impact activities

Girkontaitė

Benneworth²,

Muhonen

2018

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“…Various strategic research programs are launched, for instance in the fields of microelectronics and ICT. In the 1980s, many European governments start to develop policies for academic science that depend on conditions for relevance, like the so-called conditional finance system in the Netherlands (Blume and Spaapen 1988). Furthermore, industryoriented research programs are introduced in many European countries.…”

Section: Changing Policy Context: the Quest For Relevancementioning

confidence: 99%

Evaluation and monitoring of transdisciplinary collaborations

Drooge

Spaapen

2017

J Technol Transf

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In this paper we focus on the governance, in particular evaluation and monitoring, of the growing number of transdisciplinary collaborations (TDC's). Researchers and a variety of stakeholders collaborate in such TDC's, the purpose of which is to address societal challenges, like renewable energy, healthy aging or better language teaching in schools. Commonly used practices for evaluation of scientific research (accountability, rankings and benchmarking, dedicated to scientific excellence) do not fit the goals of TDC's. A bottom up or stakeholder oriented approach is better suited; one that stimulates mutual learning as well as the development of socially robust knowledge. We introduce the participatory impact pathways analysis (PIPA), as a method that suits the requirements. It has been developed in the context of development research. Two crucial features are the involvement of stakeholders from the start, and the joint development of a theory of change. This narrates what one wants to achieve and how that will be achieved. From this, stakeholders construct a logical frame that serves as a source for indicators. These indicators enable monitoring ex durante, during the TDC. We present evidence of the use of PIPA for a TDC. From this empirical evidence a number of issues with regard to evaluation, monitoring and indicators can be identified that require attention. Most prominent is the change of function of indicators. Instead of looking back and a focus on past performance, indicators look forward, in the short, intermediate and more distant future.

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External assessment and ?Conditional financing? of research in Dutch Universities

Cited by 12 publications

References 0 publications

The effects of a changing institutional environment on academic research practices: three cases from agricultural science

The effects of a changing institutional environment on academic research practices: three cases from agricultural science

Different worlds? Finding complementarity between research and societal impact activities

Evaluation and monitoring of transdisciplinary collaborations

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