Brumback (2012) talking about impact of impact factor on research. The implications of simple numeric indicators and what they drive.
Needs unpacking for implications for teaching quality, learning analytics etc.
“Publish or perish” is the time-honored “principle” for academicians who race to accumulate lines under the “publications” section of a curriculum vitae. The original intent of publication—to inform others of findings and further scientific knowledge—has been corrupted by factors including (1) exponential growth of journals and the journal industry, fueled in part by intrusion of the Internet into all aspects of academic life; and (2) adoption of journal metrics (rather than written content) as the measure of scientific quality. The proprietary Thomson Reuters Impact Factor is the most pernicious metric, having caused editors and publishers to change editorial practices to boost the number. At the same time, gullible administrators and government agencies have been persuaded that metrics for the journal in which materials are published can be used as a measure of the worth of individual investigators (and institutions) and their research efforts: simple numbers can be substituted for the burdensome effort required to read and assess research quality. Thus, granting of research funds, awarding of academic rank and tenure, and determination of salaries (including bonus payments) have become tied to manipulable journal metrics rather than the significance or quality of reported research (Source)
Teaching continues to be devalued – the question is why? It is argued here that the devaluing is the result of five assumptions held about teaching: teaching excellence is nothing more than a matter of technique; teaching requires no training or ongoing professional development; pedagogical practice and scholarship can exist without standards; the wisdom of teaching practice entails no real worthwhile knowledge; and content (not students and learning) should drive instructional decision making.
Interesting exploratory questions for PL and perhaps EDU8702
Quinn, L. (2012). Understanding resistance: an analysis of discourses in academic staff development. Studies in Higher Education, 37(1), 69–83. http://doi.org/10.1080/03075079.2010.497837
Since its beginnings in the late 1970s, punk culture has been associated with counter-mainstream ideology and anti-institutional antagonism. In particular, formal education has been criticised in punk for sustaining oppressive social and conceptual orders and associated behavioural norms. Drawing on literature and interviews, this paper focuses on the experiences of higher education teachers who self-identify as punks, and considers how they negotiate and reconcile their subcultural and academic identities in their academic practice. The findings reveal that participants’ affiliations with punk subculture give rise to counter-cultural pedagogies in which both the ethics and aesthetics of punk are applied in classroom contexts. Furthermore, the participants draw upon subcultural ethical and epistemological narratives to formulate and rationalise their responses to the state of contemporary UK higher education. (Source)
Quality teaching is the use of pedagogical techniques to produce learning outcomes for students.
(Hénard & Roseveare, 2012) continue
It involves several dimensions, including the effective design of curriculum and course content, a variety of learning contexts (including guided independent study, project-based learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and effective assessment of learning outcomes. It also involves well-adapted learning environments and student support services.
Hénard, F., & Roseveare, D. (2012). Fostering Quality Teaching in Higher Education : Policies and Practices.
People weigh an incentive’s value against how hard it is to earn. Ask too much, and people will dismiss your incentive. Choose employee rewards that inherently have higher value, and you can inspire higher performance. Keep in mind that indulgences, especially those that don’t have to be justified, are more valuable. So are things that attract peer attention and stand out from regular pay.