Research Experiences of Staff within a Specialist UK Higher Education Institution: Challenges, opportunities and priorities

Hemmings, Brian; Hill, Doug; Sharp, John

doi:10.1080/13583883.2012.742924

Cited by 6 publications

(5 citation statements)

References 24 publications

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“…Many studies have identified critical success factors for specific changes (Hemmings, Hill, & Sharp, 2013;Menchaca & Bekele, 2008;White, 2006). Critical success factors refer to a limited number of conditions that have significant direct impact on the achievement of the intended outcomes of the change.…”

Section: Discussionmentioning

confidence: 98%

Challenges to Christian Higher Education at a Time of Increasing Emphasis on Research

Hemmings

Hill

2014

Christian Higher Education

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Section: Discussionmentioning

confidence: 98%

Challenges to Christian Higher Education at a Time of Increasing Emphasis on Research

Hemmings

Hill

2014

Christian Higher Education

Self Cite

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“…Eleven papers discussed the heavy teaching loads given to academics—particularly early career researchers and staff responsible for initial teaching training (ITT)—which limited the time such individuals could devote to research (e.g., Read & Leathwood, 2018; Sikes, 2006; Skelton, 2004). Research was also widely discussed as being highly valued both within HEIs and by academics themselves, with the implication being that teaching was of lesser importance and could ‘get in the way’ of research (Furlong, 2011; Holligan, 2011)—although there was some indication that certain groups (e.g., teacher educators who had previously worked in the school sector) could place higher value on teaching than research (Calvert et al, 2012; Hemmings et al, 2013).…”

Section: Main Themes Relevant To Understanding Formal and Informal Structures And Processesmentioning

confidence: 99%

“…Others documented the need for academics to possess certain traits that might make them more likely to succeed in the profession; namely, self‐esteem, confidence, and an ability to deal with rejection (Holligan, 2011). It was noted that some staff members might be more likely to possess these traits than others; for example, it was suggested that teacher entrants and younger academics might have less confidence in conducting research due to their relative inexperience, lack of training, and/or conflict between one's pre‐established professional identity and new academic identity (e.g., Hemmings et al, 2013; Murray & Male, 2005).…”

Section: Main Themes Relevant To Understanding Formal and Informal St...mentioning

confidence: 99%

The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review

Stentiford

Koutsouris

Boyle

et al. 2021

Review of Education

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This paper presents the findings of a systematic scoping review spanning 30 years (1990–2020) that sought to understand the structures and processes influencing education research activities in UK higher education (HE). Review work of this scale has not previously been undertaken on the topic. The purpose of the review was to ‘take stock’ of research in the field, identify continuing and emerging areas of concern regarding education research as a profession, and point to directions for future research. Seven databases were searched and additional strategies included citation chasing and hand‐searching. We located 114 peer‐reviewed journal articles and one doctoral thesis. Six themes emerged relating to formal structures/processes: culture of performativity and accountability; funding regime; impact agenda; ‘what works’ agenda; heated debates; and professional bodies. A further six themes related to informal structures/processes: academic pressures; affective issues; non‐traditional academics; second‐career researchers; career stages; and departmental cultures. The themes were complex and appeared to interact with each other. Evidence of the negative influence of neoliberal regimes on working conditions and well‐being emerged more strongly in the past decade. The review indicates that further research is required into the experiences and academic identities of education researchers from under‐represented or non‐traditional groups (i.e., women, ethnic minority, working‐class, disabled, LGBTQ+ academics). There is also a need for more studies in Northern Ireland, Scotland and Wales to understand their unique political‐economic‐educational contexts. The findings have relevance to education researchers and policy‐makers in countries across the globe, particularly in comparable HE systems (e.g., North America, Australia).

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“…However, it is challenging to find consensus in the literature on how these processes -staff mobility, internationalisation and modernization of HE have a positive impact on international research collaboration and/or whether they enhance publication performance (Decramer, Goeminne [8]. In turn, the literature [7,[18][19][20][21][22][23][24][25] evidences that scientific productivity and research performance increase when researchers have international experiences, which include being part of transnational professional networks in their home country, spent some time abroad [26][27][28][29][30] or having scientific international cooperation [6,7,26,[31][32][33]. Integration in international research networks is thus seen as crucial to stay at the cutting edge of a science, and to guarantee a stable and significant output [34][35][36].…”

Section: Introductionmentioning

confidence: 99%

Does Taking a PHD Abroad Increase the Number of International Publications? Reflections From the Best Self-Reported Publications in Portuguese Academia

Diogo¹,

Biscaia²,

Carvalho³

2020

INTED Proceedings

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This paper contributes to the debate on academics' internationalisation and academic research productivity by focusing on knowledge diffusion. Public policies on science and technology developed in Portugal in the last years have fostered an increase in the number of PhD graduates, and incite them to study abroad. Consequently, many PhD students have been studying outside Portugal. Simultaneously, international publications have been assuming an increasing relevance in researcher's recruitment and career advancement. Taking those PhD graduates who have a contractual relation with a higher education institution (HEI), this study analyses if having a PhD abroad matters to the way researchers disseminate the knowledge they produce. Conclusions show a positive effect between taking the PhD abroad and reporting a higher number of international articles. However, and contrary to our expectations, when separating this result between ISCED-97 Fields of Education, such outcomes only hold for the areas of "Arts and Humanities" and "Social Sciences, Commerce and Law", being ineffective or even having the contrary effect for all other areas.

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Research Experiences of Staff within a Specialist UK Higher Education Institution: Challenges, opportunities and priorities

Cited by 6 publications

References 24 publications

Challenges to Christian Higher Education at a Time of Increasing Emphasis on Research

Challenges to Christian Higher Education at a Time of Increasing Emphasis on Research

The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review

Does Taking a PHD Abroad Increase the Number of International Publications? Reflections From the Best Self-Reported Publications in Portuguese Academia

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