Dataset Information

Research, Teaching, and Knowledge Transfer Assessment in Spain: Strategies and Results

ABSTRACT: In Spain, faculty members' and researchers' activities are assessed for three main reasons: applying for university teacher and researcher positions, developing their academic careers, and calculating their individual remunerations. This assessment covers three dimensions of university activity: teaching, research, and knowledge transfer. Over the last 20 years, the level of career-related requirements has been raised considerably with the introduction of a habilitation system in 2001, which was followed by a new accreditation system in 2007, both national in scope and beyond the control of individual universities. On the other hand, during the last three decades, three distinct financial incentives have been introduced for tenure-track positions: one for teaching achievements, which was introduced in 1989, is awarded every five years, and is managed by the universities; a research incentive that was created in 1989, is available every 6 years, and is managed outside the universities; and another one that has been recently created to reward knowledge-transfer achievements. In this article, we analyze the results achieved through these instruments and conclude that the incentive schemes taken out of the academic control of university governance were the most successful ones.

SUBMITTER: Docampo D

PROVIDER: S-EPMC9277222 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:BackgroundThe purpose of this paper is to describe and reflect on the role of knowledge brokers (KBs) in the Seniors Health Research Transfer Network (SHRTN). The paper reviews the relevant literature on knowledge brokering, and then describes the evolving role of knowledge brokering in this knowledge network.MethodsThe description of knowledge brokering provided here is based on a developmental evaluation program and on the experiences of the authors. Data were gathered through qualitative and quantitative methods, analyzed by the evaluators, and interpreted by network members who participated in sensemaking forums. The results were fed back to the network each year in the form of formal written reports that were widely distributed to network members, as well as through presentations to the network's members.ResultsThe SHRTN evaluation and our experiences as evaluators and KBs suggest that a SHRTN KB facilitates processes of learning whereby people are connected with tacit or explicit knowledge sources that will help them to resolve work-related challenges. To make this happen, KBs engage in a set of relational, technical, and analytical activities that help communities of practice (CoPs) to develop and operate, facilitate exchanges among people with similar concerns and interests, and help groups and individuals to create, explore, and apply knowledge in their practice. We also suggest that the role is difficult to define, emergent, abstract, episodic, and not fully understood.ConclusionsThe KB role within this knowledge network has developed and matured over time. The KB adapts to the social and technical affordances of each situation, and fashions a unique and relevant process to create relationships and promote learning and change. The ability to work with teams and to develop relevant models and feasible approaches are critical KB skills. The KB is a leader who wields influence rather than power, and who is prepared to adopt whatever roles and approaches are needed to bring about a valuable result.

Dataset Information

Research, Teaching, and Knowledge Transfer Assessment in Spain: Strategies and Results

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets