This study from the US and Canada explores how faculty members evaluate the impact and quality of research projects. #SpoilerAlert It depends upon an individual’s discipline. This highlights the degree to which uniform approaches to questions of a project’s quality and impact might not be of consistent value for all research. We have included links to six related items.
Despite the calls for change, there is significant consensus that when it comes to evaluating publications, review, promotion, and tenure processes should aim to reward research that is of high “quality,” is published in “prestigious” journals, and has an “impact.” Nevertheless, such terms are highly subjective and present challenges to ascertain precisely what such research looks like. Accordingly, this article responds to the question: how do faculty from universities in the United States and Canada define the terms quality, prestige, and impact of academic journals? We address this question by surveying 338 faculty members from 55 different institutions in the U.S. and Canada. While relying on self-reported definitions that are not linked to their behavior, this study’s findings highlight that faculty often describe these distinct terms in overlapping ways. Additionally, results show that marked variance in definitions across faculty does not correspond to demographic characteristics. This study’s results highlight the subjectivity of common research terms and the importance of implementing evaluation regimes that do not rely on ill-defined concepts and may be context specific.
Morales, E., McKiernan, EC., Niles, MT., Schimanski, L., Alperin, JP. (2021) How faculty define quality, prestige, and impact of academic journals. PLoS ONE 16(10): e0257340. https://doi.org/10.1371/journal.pone.0257340|
Publisher (Creative Commons): https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0257340