Transitions in the manifestations of the research culture of Spanish universities

Ion, Georgeta; Ceacero, Diego Castro

doi:10.1080/07294360.2016.1208153

Cited by 33 publications

(24 citation statements)

References 17 publications

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“…Leaning towards a discovery or a conservative approach is not necessarily a matter of preference but rather one of risk management (Cummings and Kiesler, 2015). 6) Tolerance to low funding is a measure of the risk tolerance associated with opting for a research focus that may have very little funding and is expected to be sensitive to organisational pressure towards the acquisition of competitive research funding (Ion and Castro Ceacero, 2017). 7) Collaboration refers to the interest in engaging in collaborative research agendas and can be influenced by institutional pressure to collaborate, but can be a desirable option that furthers access to resources (Ebadi and Schiffauerova, 2015), increases research productivity and its quality (Mamun and Rahman, 2015) and fosters career prospects (Hoffman et al, 2014).…”

Section: Combining Two Inventories: Research Agendas and Organisationmentioning

confidence: 99%

Organisational factors and academic research agendas: an analysis of academics in the social sciences

Horta

Santos

2019

Studies in Higher Education

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Organisational factors and academic research agendas: an analysis of academics in the social sciences Academic research demands placed on contemporary universities are strongly related to the production of breakthrough research. Both governments and university management strive to make the production of academic research more cost-efficient and have implemented measures to ensure this. Top-down policies influenced by new public management and managerialism have been introduced, pushing for competitiveness and performativity in academic research setups. These policies and guidelines have been criticised by academics as having eroded collegiality and autonomy, which are considered necessary to achieve quality research. The focus of this study is on social sciences and aligns with this critique, demonstrating that autonomy and collegiality are the key organisational features in fostering multidisciplinary, collaborative and riskier research agendas leading to breakthroughs. Academics with high levels of organisational commitment are more likely to create research agendas that assume more conservative, discipline bound and risk-averse traits, having less potential to derive the intended research.

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Section: Combining Two Inventories: Research Agendas and Organisationmentioning

confidence: 99%

Organisational factors and academic research agendas: an analysis of academics in the social sciences

Horta

Santos

2019

Studies in Higher Education

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“…Clearly, the lack of effective or potential resources may affect an academic's risk assessment when determining a choice of agenda (Ebadi & Schiffauerova, 2015b). This fundingrelated concern can be compounded by the fact that even if the academic does not require funding to undertake his research endeavours, he or she might be subject to institutional pressure to seek fundable projects anyway (Ion & Castro Ceacero, 2017).…”

Section: Willingness To Collaboratementioning

confidence: 99%

The association of thinking styles with research agendas among academics in the social sciences

Santos

Horta

Zhang

2019

Higher Education Quarterly

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Research agendas are understudied, despite being key to academic knowledge creation. The literature suggests that the ways that academics determine their research agendas are conditioned by individual, organisational and environmental characteristics. This study explores the cognitive aspects of academics' research agendas in the social sciences by using a theory on thinking styles as an analytical framework. The results suggest that the research agendas of academics in the social sciences are significantly associated with their thinking styles. These findings aid understanding of how academics set their research agendas. This study also represents an important landmark in research on thinking styles, focusing on academic research work as a potential venue for further studies. The findings are relevant for policymakers, research funding agencies, university administrators and academics because they have implications for academic research development processes, outcomes, and for research and academic identity socialisation during doctoral studies.

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“…As for research production, the concept could be considered to be self-explanatory. Generally, the context of research production is dominated by the role of universities and research institutions in generating knowledge based on evidence [1]. Thus, the literature on research production focuses more on research funding, research management, and the strategies used by academics to enhance research transfer and utilization [7][8][9] than on the research transfer to the users' context [2].…”

Section: Educational Research Production and Utilization In Policy-mamentioning

confidence: 99%

“…The literature in the field of research mobilization tends to focus on challenges in the transfer process from research production to research use [1,2], which leads to a rather low impact of research on policy, rather than on opportunities or areas of improvement. The overall image depicted in the literature mostly reflects the researchers' perspective on knowledge transfer [3,4].…”

Section: Introductionmentioning

confidence: 99%

Understanding the Role, Expectations, and Challenges That Policy-Makers Face in Using Educational Research

Ion

Iftimescu²,

Proteasa³

et al. 2019

Education Sciences

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This study provides an insight into the challenges faced in establishing a closer collaboration between educational research and its use in the policy-making process. It aims to identify the factors influencing transfer from research to policy-making and the policy-makers’ needs, expectations, and perception on the use of educational research. Thirteen semi-structured interviews were conducted with representatives of Romanian national and local institutions. Specific software was used to facilitate data management and coding. The results indicate that there is a disconnect between policy-makers’ expectations and the input they receive from the research community, as well as a lack of an institutional framework to facilitate communication and interaction between them. There are systemic blockages on both sides: politics and the cost of opportunity for decision-making, a high level of bureaucracy, limited resources and accessibility of results, a lack of financing and of institutionalized communication, as well as a lack of consultation and cooperation between the two parties. The results indicate a willingness on the policy-makers’ side to acknowledge the importance of using research to inform decisions and their role in facilitating this process. This implies that researchers have limited control over the subsequent stages and could indicate the early point in the research process when other actors should be involved in order to ensure the potential or actual impact of research on policy.

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Transitions in the manifestations of the research culture of Spanish universities

Cited by 33 publications

References 17 publications

Organisational factors and academic research agendas: an analysis of academics in the social sciences

Organisational factors and academic research agendas: an analysis of academics in the social sciences

The association of thinking styles with research agendas among academics in the social sciences

Understanding the Role, Expectations, and Challenges That Policy-Makers Face in Using Educational Research

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