• Research dissemination and invocation on the Web

      Thelwall, Mike (MCB UP Ltd, 2002)
      The importance of the Web as a new medium for disseminating and promoting scholarly research is discussed. Particular attention is paid to its potential to provide evidence of wider impact for research than that which can be shown by citation analysis. Recommendations are made for basic strategies for the reporting of the online impact of research leading to the production of what is termed a Web Invocation Portfolio. A conceptual framework is also proposed to help funding and promotion committees assess and compare portfolios.
    • What constitutes high quality higher education pedagogical research

      Evans, Carol; Kandiko-Howson, Camile; Forsythe, Alexandra; Edwards, Corony (Taylor & Francis, 2020-08-27)
      Over the last 20 years there has been significant growth in the volume of higher education pedagogical research across disciplines and national contexts, but inherent tensions in defining quality remain. In this paper we present a framework to support understanding of what constitutes internationally excellent research, drawing on a range of conceptual frameworks, international and national performance-based research funding systems, discipline/professional body frameworks, and research council guidance. While acknowledging the contested nature of excellence in higher education pedagogical research, we provide criteria to guide discussion and to support individual and organisational learning. A key premise is that if learning and teaching in higher education are to be enhanced, considerable investment is required in supporting the development of integrated academics where emphasis is on both research and practice to inform pedagogy. Research and evaluation are essential aspects of teaching and need to be embedded within it. The framework is designed to enable colleagues to develop the necessary tools and approaches to support understanding of educational research and adapt these within their disciplinary context.