The European research elite: a cross-national study of highly productive academics in 11 countries

Kwiek, Marek

doi:10.1007/s10734-015-9910-x

Cited by 148 publications

(146 citation statements)

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“…All Polish academics spend much more time on teaching and much less time on research. Their average productivity is low from a European comparative perspective (even though, as we show elsewhere, Polish research top performers, or the upper 10% of most productive academics, are not different from their Western European counterparts, being responsible for as much as 50% of the academic knowledge production, the European average, see Kwiek 2015b and2015c). High teaching hours for young academics in Poland may effectively cut them off from research achievements comparable to those of young academics in major Western European systems .…”

Section: Discussionmentioning

confidence: 56%

Academic generations and academic work: patterns of attitudes, behaviors, and research productivity of Polish academics after 1989

Kwiek¹

2015

Studies in Higher Education

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This paper focuses on a generational change taking place in the Polish academic profession: a change in behaviors and attitudes between two groups of academics. One was socialized to academia under the communist regime and the other entered the profession in the post-1989 transition period. Academics of all age groups are beginning to learn how tough the competition for research funding is, but young academics ('academics under 40'), being the target of recent policy initiatives, need to learn faster. Current reforms present a clear preferred image for a new generation of Polish academics: highly motivated, embedded in international research networks, publishing mostly internationally, and heavily involved in the competition for academic recognition and research funding. In the long run, without such a radical approach, any international competition between young Polish academics (with a low research orientation and high teaching hours) and their young Western European colleagues (with a high research orientation and low teaching hours) seems inconceivable, as our data on the average academic productivity clearly demonstrate. The quantitative background of this paper comes from 3704 returned questionnaires and the qualitative background from 60 semi-structured in-depth interviews. The paper takes a European comparative approach and contrasts Poland with 10 Western European countries (using 17,211 returned questionnaires).

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Section: Discussionmentioning

confidence: 56%

Academic generations and academic work: patterns of attitudes, behaviors, and research productivity of Polish academics after 1989

Kwiek¹

2015

Studies in Higher Education

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“…Social work is not unique in this regard, as illustrated by a recent cross-disciplinary study of research-involved faculty in 11 European nations (Kwiek, 2016). Some 10% of faculty produced roughly half of all academic research, measured in the form of journal articles.…”

Section: Literature Reviewmentioning

confidence: 99%

High-Impact Social Work Scholars

Hodge

Kremer

Vaughn

2016

Research on Social Work Practice

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Objective: The purpose of this study was to identify and describe the bibliometric contributions of high-impact social work faculty. Methods: Toward this end, we used a sample comprising fellows (N ¼ 143) affiliated with the Society for Social Work and Research (SSWR) and the American Academy of Social Work and Social Welfare (AASWSW). To quantify impact, we relied primarily upon the h-index (a measure of lifetime scholarly impact) and the m-index (which adjusts for career length). Results: Analyses revealed the mean h-index value for SSWR fellows (M ¼ 26.44, SD ¼ 14.72) was substantially lower than the mean for AASWSW fellows (M ¼ 32.52, SD ¼ 15.96), but minimal differences existed in m-index values. H-and m-index values for the 40 highest impact scholars ranged, respectively, from 33 to 93 and 1.13 to 3.33. Conclusions: The results indicate the social work profession includes many researchers who are making an exceptional scientific impact.

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“…Kizárólag csak a kutatási feladatkörre irányuló tanulmányok nem igazán gyakoriak, bár található rá példa. Kwiek (2016) a kutatói elit produktivitásának hátterét vizsgálta 11 európai országban, arra volt kíváncsi miben különböznek az "átlagos" kutatókhoz képest, milyen tényezők járulnak hozzá a magas produktivitáshoz. Eredményeik szerint a kutatói elithez tartozó oktatók több időt foglalkoznak minden egyes feladatukkal (ebbe beleértendő a tanítás, adminisztratív és egyéb tevékenységek is), de sokkal erősebb náluk a kutatási szerepkör, ezt jobban preferálják.…”

Section: Az Oktatókkal Kapcsolatos Vizsgálatok áTtekintéseunclassified

Mi a siker titka

Perger¹

2016

OpE

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Jelen tanulmány a BME mérnökképzésein tanító legjobb oktatók tanítással kapcsolatos nézeteit és tanítási módszereit mutatja be félig strukturált interjúk eredményei alapján. A vizsgálatban 26 oktató vett részt az egyetem nyolc karáról, kiválasztásuk a hallgatók értékelésein alapult. Az oktatókat pályaválasztásuk történetéről, oktatási céljaikról, oktatási módszereikről kérdeztük. Eredményeink szerint az oktatók többsége nem készült a tanári pályára és kevesen rendelkeznek tanári képesítéssel. A legjobb oktatók tanítással kapcsolatos koncepciói a tanulóközpontú/tanulásorientált kategóriával jellemezhetők (hallgatók motiválása, tananyag megértése, életszemlélet formálása, a tanulás élvezete). A tanárközpontú/tartalomorientált nézet is feltárható volt, az ismeretátadás fontosságának hangsúlyozása révén. A legjobb oktatókra jellemző a tanítás szeretete, a minőség képviselete a tanítás során, nyitottság az újra. A hallgatókkal való kapcsolatuk pedig a partnerséggel írható le. Az órákon kívül is kapcsolatban vannak a hallgatókkal (szakmai programok, közös kutató munka révén). Oktatási gyakorlatukban a hagyományos (táblára, krétával történő) oktatás mellett, az új technológiai lehetőségek alkalmazása is megjelenik. Mindazonáltal kevés oktató használja kizárólag a projektort az oktatás során. Fontosak az oktatók számára a hallgatóktól származó visszajelzések, jellemző rájuk az önreflexió. ***This study presents the conception of teaching and the teaching methods of the best university lecturers in the engineering programmes of BME, based on the results of semi structured interviews. 26 lecturers participated in the interviews from the eight faculties of the university, selected on the judgements of the students. Lecturers were interviewed about the history of their career choice, teaching goals and their teaching methods. According to the results most of the lecturers have not prepared for teaching profession and only a few of them have had degree in teaching. The best lecturers’ conception of teaching could be described by the student-centred /learning orientation category (motivating students, understanding of the curriculum, conceptual change, enjoy of learning). The conception of teacher-centred/ content-oriented was also revealed by emphasizing the importance of knowledge transmitting. The best lecturers are characterized by the love of teaching, quality teaching, openness to new information and their relationship with the students are described as a partnership. They also have connections with the students outside the classroom (across professional programmes, joint research work). In their teaching practices besides the traditional teaching (on the blackboard with chalk) the use of new technologies is also presented. Nevertheless, few lecturers use solely beamer during the teaching process. The feedbacks of the students are important for the university lecturers, and they are characterized by self-reflection.

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The European research elite: a cross-national study of highly productive academics in 11 countries

Cited by 148 publications

References 37 publications

Academic generations and academic work: patterns of attitudes, behaviors, and research productivity of Polish academics after 1989

Academic generations and academic work: patterns of attitudes, behaviors, and research productivity of Polish academics after 1989

High-Impact Social Work Scholars

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