Research productivity and its policy implications in higher education institutions

Quimbo, Maria Ana T.; Sulabo, Evangeline C

doi:10.1080/03075079.2013.818639

Cited by 88 publications

(74 citation statements)

References 4 publications

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“…After that, there were many studies that supported the RTE were conducted to manipulate in the development of graduated students in educational field that significantly association with research training outcomes (e.g. Overall, Deane, & Peterson, 2011;Pasupathy & Siwatu, 2014;Quimbo & Sulabo, 2014, Lambie, Hayes, Griffith, Limberg, & Mullen, 2014. Referring to several related studies, the concept of development of students with the RTE was suitable to apply in academic field.…”

Section: Introductionmentioning

confidence: 97%

Influence of Research Training Environment on Research Interest in Graduate Students

Chumwichan

Siriparp

2016

Procedia - Social and Behavioral Sciences

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Research training environment (RTE) has long standing in the psychological field, which improved the research interest in students, yet the study of RTE in the educational field still limited. Was the RTE model with the research training environment and research interest mediated by research outcome expectations and research self-efficacy fitted to the data well? The present study were 1) to develop and validate a causal model of RTE and 2) to test the mediating effects of research outcome expectations and research self-efficacy between research training environment and research interest. The questionnaire were translated and adapted from previous studies. Samples of the study consisted of 141 graduate students in the faculty of education, a national research university of Thailand. Structural equation modeling with maximum likelihood estimation was used to validate the research training environment model. Various tests were employed to examine the indirect effects in the model. The model was fitted to the data well (chi square = 24.292, df = 19, p = 0.185, CFI = 0.989, TLI = 0.978, RMR = 0.042, RMSEA = 0.045). Indirect effect testings indicated that research self-efficacy and research outcome expectations mediated the relationship between the research training environment and research interest. Even though the research training environment has no direct effect on research interest, it still is an important factor in the way of developing an interest of graduate students in the educational field as well as psychological related field. Besides, research training environment is such a practical factor that appropriate intervention can be developed.

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Section: Introductionmentioning

confidence: 97%

Influence of Research Training Environment on Research Interest in Graduate Students

Chumwichan

Siriparp

2016

Procedia - Social and Behavioral Sciences

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“…Some of these include heavy workload (teaching and supervisory) owing to increasing student enrollments that are not matched by a commensurate expansion of faculty (Tettey, 2008(Tettey, , 2010, work and/or research environments that are not conducive for conducting research, limited collaborative efforts particularly in the art disciplines, and lack of leadership (Mugimu, Nakabugo, &Rwakishaya, 2009). Quimbo, andSulabo (2014) proposed three categories of factors that influence research performance, namely, individual factors, institutional factors, and research self-efficacy. They stated that individual factors include personal charactwo demographic characteristics (academic rank and age), three individual characteristics (working habits, creativity and autonomy and commitment), and four institutional characteristics (network of communication with colleagues, sources of facilities, corporate management and research objectives).…”

Section: Factors Affecting Research Performancementioning

confidence: 99%

Research performance of higher education institutions: a review on the measurements and affecting factors of research performance

Aydin¹

2017

HIG

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Recently, the increasing competition in higher education has attracted attention by many researchers. They have emphasized that the aim of the growing competition between universities is to increase the number of students, the research performance and get research support, find qualified faculty members, and receive financial contributions. This paper aims to draw attention to "research performance" which is a significant part of the competition among the universities. In connection with this goal, the study tries to outline the results of an extensive literature review in the field of higher education research performance. Firstly, literature regarding research performance, its definition as a concept, and its indicators are discussed. Then, the factors influencing research performance are presented in a comprehensive manner. At the end of the study, a conceptual framework that will be useful for all university staff is provided. Understanding the concept of research performance and the factors affecting research performance can help relevant authorities improve their current positions. Keywords: Higher education, Research performance, Measurements, Factors, Conceptual framework ÖzYükseköğretim alanında artan rekabet son yıllarda birçok akademisyenin ilgi odağı haline gelmiştir. Konu ile ilgili yapılan araştırmalar, bu rekabetin özellikle, öğrenci sayısı ve araştırma performansını artırma, araştırma fonu elde etme, nitelikli öğretim görevlileri bulma ve kurum için elde edilebilecek finansal destekler üzerine olduğunu vurgulamıştır. Bu çalışmada üniversiteler arasındaki rekabetin önemli bir parçası olan 'araştırma performansı' konusuna dikkat çekilmiş ve kavrama yönelik geniş bir literatür taraması yapılmıştır. İlgili yazın, ilk olarak, kavramı açıklayan tanımlamalar ve kavramın ölçütleriyle birlikte ortaya konulmuş; ardından, araştırma performansını etkileyen faktörler kapsamlı bir şekilde ele alınmıştır. Çalışmanın sonunda ise 'araştırma performansı' ile ilgili kavramsal bir çerçeve elde edilmiştir. Elde edilen bu kavramsal çerçevenin, üniversiteler arası rekabetin önemli bir parçası olan 'araştırma performansı' kavramının her yönüyle anlaşılmasına ve böylelikle konuyla ilgili olan tüm yetkililerin mevcut durumlarını daha iyi hale getirebilmesine katkı sağlaması beklenmektedir. Anahtar Sözcükler: Yükseköğretim, Araştırma performansı, Ölçümler, Faktörler, Kavramsal çerçeve Oya TAMTEKİN AYDIN ())

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“…Second, like other studies on research productivity (see, e.g., Lutter & Schröder, 2016;Quimbo & Sulabo, 2014), the data do not permit the direct analysis of the underlying knowledge generation process. We present various interpretations of how research productivity is conditioned by universities' contractual practices; however, we do not evaluate how productivity varies at different stages of the researchers' contract, nor do we assess the processes through which researchers generate-individually or collectively-publications.…”

Section: Concluding Remarks Implications and Directions For Future Rmentioning

confidence: 99%

“…Concerning the first issue, research productivity, existing research reveals that faculty promotion and tenure decisions are mostly based on faculty's publication records (Lissoni et al, 2011;Quimbo & Sulabo, 2014). Thus, it is not surprising that scientists cater to the tastes of universities and seek to publish in scholarly journals as much as they can to meet the expectations.…”

Section: Contract Policy In Universities and The Research Productivitmentioning

confidence: 99%

“…Yet, although scholars widely acknowledge the need to improve research productivity metrics, an agreement on what variables should be included and how to estimate productivity has not yet been reached. In the absence of a widely accepted definition of research productivity, policy makers-and, consequently, universities-in the US and Europe continue to evaluate scientists' productivity using publication metrics (Berbegal-Mirabent, Lafuente, & Solé, 2013;Lissoni et al, 2011;Lutter & Schröder, 2016;Quimbo & Sulabo, 2014).…”

Section: Contract Policy In Universities and The Research Productivitmentioning

confidence: 99%

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Contract employment policy and research productivity of knowledge workers: an analysis of Spanish universities

Lafuente

Berbegal‐Mirabent

2017

The International Journal of Human Resource Management

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Abstract:This article investigates how contract employment practices adopted by universitiesfixed-term contracts and permanent contracts-impact research productivity measured in terms of publications in scholarly journals. The empirical application considers the Spanish public higher education system for the period 2002-2008. We report an inverse U-shaped relationship between the rate fixed-term contracts and the research productivity of Spanish universities. That is, contract policies based on fixed-term contracts are conducive to research productivity; however, beyond a critical threshold value increases in the proportion of fixed-term contracts are associated with declining research productivity. These findings reveal that contract employment policies shape research productivity, and that flexible and balanced contract practices are critical for enhancing universities' research productivity. The results suggest that the excessive use of fixed-term contracts might create an unstable working environment that limits the universities' capacity to capitalize on their knowledge workers. Policy implications and future research avenues are discussed.

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Research productivity and its policy implications in higher education institutions

Cited by 88 publications

References 4 publications

Influence of Research Training Environment on Research Interest in Graduate Students

Influence of Research Training Environment on Research Interest in Graduate Students

Research performance of higher education institutions: a review on the measurements and affecting factors of research performance

Contract employment policy and research productivity of knowledge workers: an analysis of Spanish universities

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