Numeric indicators, research, task corruption [...]

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)

Devaluing teaching [...]

Quinn (2012, p. 78) quotes (Weimer 1997, 52)

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.

Being punk in higher education [...]

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)

The discussion has some good sub-section titles

  • performativity
  • autodidactism and amateurism
  • experience and praxis

Quality teaching [...]

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.

See also: Quality, Teaching quality

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Help:: Getting Started / Day One [...]

Most people find that using Wikity to bookmark is a good place to start. The following video shows how you can bookmark with Wikity.

Note that in the video the bookmark says 'Bkmrk' but in recent versions says 'Wik-it'. The editor has also been upgraded

Settings:: Publishing [...]

These settings are used by Wikity to determine privacy (openness) and publishing schedule.

Please note that putting "Open" to "No" is an experimental feature, providing "good enough" privacy but not great privacy.


RSS DELAY: 5 days

Recognition and rewards [...]


  • Reward: An item given to an individual or team for meeting a pre-determined goal.
  • Recognition: After-the-fact display of appreciation for individual or team efforts. Can be tangible or intangible, and range from a thank-you email to travel.

Factors contributing to successful R&R

  • Promote or encourage specific actions
  • By a specific audience
  • To produce measurable outcomes
  • Through integrated motivational strategies
  • During a defined time period.

(Assumption)[ is that employee engagement

An individual sense of purpose and focused energy, evident to others in their display of personal initiative, effort and persistence directed toward organizational goals

leads to higher work performance and company loyalty.

Incentive versus cost


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.



  • Peer recognition
  • Spot awards
  • Contests
  • Points programs
  • one-time rewards


Exploring employee incentives

Best practices for designing and maintaining a program