On preparing for more subjective judgements: RAE2008

Johnston, Ron

doi:10.1080/13603100500357357

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…The ‘transfer market’ is just one indicator of how the RAE has ‘taken over’ resources within UK universities. The administrative demands on all staff are very considerable, and not just in preparing the very detailed submissions now required (on which, see Johnston, 2005b). In almost all universities, the years between RAEs involve much preparation for the next exercise, with draft submissions being prepared, tentative lists of publications discussed – often with outside ‘consultants’ from other universities – and individual/departmental strategies being developed to sustain/improve the outcome next time.…”

Section: The Impact Of the Raes In The Ukmentioning

confidence: 99%

Research Quality Assessment and Geography in Australia: Can Anything be Learned from the UK Experience?¹

Johnston¹

2006

Geographical Research

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The assessment of research activity in universities is now undertaken regularly in a number of countries, with resources then being allocated according to the results of those evaluations. Such an exercise (a Research Quality Framework – RQF) has recently been proposed for Australia. This paper suggests likely consequences of such an exercise for geography in Australian universities, given its current situation there, on the basis of experience with the Research Assessment Exercises undertaken in the UK since 1986.

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Section: The Impact Of the Raes In The Ukmentioning

confidence: 99%

Research Quality Assessment and Geography in Australia: Can Anything be Learned from the UK Experience?¹

Johnston¹

2006

Geographical Research

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“…Third, the basis of the judgments made by the RAE panels is subjective. Professor Ron Johnston, who was vice chancellor of the University of Essex and has served on the geography RAE panel more than once, offers a devastating critique of this aspect of the RAE (Johnston 2005). He provides a forensic analysis of the new guidance for the 2008 RAE and asks how panels will distinguish research "quality that is internationally excellent" from "quality that is recognized internationally" (p. 115).…”

Section: Flaws In the Research Assessment Exercisementioning

confidence: 99%

Purpose and Collegiality in Planning Education

Hambleton

2006

Journal of Planning Education and Research

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This article considers the interplay between purpose, collegiality, and performance in planning education. A global transformation of higher education is now underway and this poses new challenges for all academics. This article adopts an international perspective and locates current U.S. debates about performance measurement of planning schools in a broader context. A critique of the highly centralized approach to research performance measurement in higher education in the United Kingdom— known as the Research Assessment Exercise— is followed by a discussion of the trajectory of the values that have under pinned U.S. higher education. The very nature of “scholarship” is now highly contested and this creates new challenges for all faculty, including planning academics. By drawing on a case study, the article suggests that an inclusive approach to strategic planning at the college level may provide a helpful way of building unity of purpose and collegiality in a period when universities are being forced to rethink their role.

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“…Higher Education Funding Councils 2003, 57). The subjectiveness of the exercise is said to lead to indirect manifestations of selfinterest (Johnston 2005a). There is belief by some that faculty and schools now concentrate on grant getting and publishing to the detriment of teaching and professional relevance (Jamrozik, Weller, and Heller 2004) and that the market for faculty labor has been biased toward a very few star performers (Tewdwr-Jones 2005;Sharp 2004), and there is the fear that faculty cooperation and collegiality may have suffered (Thomas 2005).…”

Section: ᭤ the Introduction And Use Of University Unit Performance Measurement In Industrial Countriesmentioning

confidence: 99%

“…Australia has been basing university research funding on measures of performance since the early 1990s and has decided to create a national research assessment system called the Research Quality Framework (Butler et al n.d.;Johnston 2005a). The country's Department of Education, Science, and Technology convened a conference in June 2004 intended to advance discussion of the form of the system.…”

Section: ᭤ the Introduction And Use Of University Unit Performance Measurement In Industrial Countriesmentioning

confidence: 99%

Assessing Planning School Performance

Stiftel

Forsyth

Dalton

et al. 2008

Journal of Planning Education and Research

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To grow and prosper in an era when university departments are increasingly assessed comparatively and critically by national systems of accountability and ranking, planning schools need data that reflect the wide range of activities undertaken by planning educators. Recent developments surrounding planning school assessment in U.S. planning schools are considered in light of the history of university unit performance measurement internationally, and suggestions are made for development of a robust system of planning school assessment that includes the breadth of academic planners' work.

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On preparing for more subjective judgements: RAE2008

Cited by 4 publications

References 2 publications

Research Quality Assessment and Geography in Australia: Can Anything be Learned from the UK Experience?¹

Research Quality Assessment and Geography in Australia: Can Anything be Learned from the UK Experience?¹

Purpose and Collegiality in Planning Education

Assessing Planning School Performance

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On preparing for more subjective judgements: RAE2008

Cited by 4 publications

References 2 publications

Research Quality Assessment and Geography in Australia: Can Anything be Learned from the UK Experience?1

Research Quality Assessment and Geography in Australia: Can Anything be Learned from the UK Experience?1

Purpose and Collegiality in Planning Education

Assessing Planning School Performance

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Research Quality Assessment and Geography in Australia: Can Anything be Learned from the UK Experience?¹

Research Quality Assessment and Geography in Australia: Can Anything be Learned from the UK Experience?¹