Abstract
Research, along with teaching, is viewed as a central component of academic work. Research outputs also impact on the reputation of universities and other institutes of higher education as well as affecting the career trajectories of academics. The impact of research at a reputational level is evident in the impetus from management in universities to increase the global standing of their institutions through research outputs and the acquisition of research funding. Furthermore, the investment in research has been aligned to the economic goals of countries and is explicitly stated in policy documents at European Union (EU) level. However, not all academics engage in research and those that do the level of engagement or factors that relate to research engagement are relatively unknown. This chapter presents an analysis on the research function of academics in 12 European countries including levels of research collaboration, research outputs (publications and dissemination of research work), primary emphasis of research, time academics spend on research, research functions and perceptions of the conditions of research work. Comparisons are made at a number of levels including country and career stage of the academics (junior and senior) and institutional type (universities and other higher education institutions). The chapter also explores the factors associated with the research productivity of academics across Europe.
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Notes
- 1.
This composite variable was log transformed to approximate a normal distribution.
- 2.
Measured as an additive index of three variables: peer reviewing, membership of scientific committees and editorial positions (lower scores indicate greater involvement, higher scores indicate lower involvement).
- 3.
Measured as an additive index of variables evaluating satisfaction with the work environment: laboratories, research equipment, computer facilities, library facilities, office space, secretarial support, telecommunications, research support staff (lower scores indicate greater satisfaction, higher scores indicate lower satisfaction).
- 4.
Measured as additive index of variables rating the institution: strong emphasis on the institution’s mission, good communication, top-down management style (reverse coded), collegiality, strong performance orientation, cumbersome administration (reverse coded), supportive attitude of administration towards teaching/research (lower scores indicate higher ratings, higher scores indicate lower ratings).
- 5.
Measured as additive index of variables evaluating managerial support: administrators are providing competent leadership, I am kept informed about what is going on at this institution, lack of faculty involvement is a real problem (reverse coded), the administration supports academic freedom (lower scores indicate greater managerial support, higher scores indicate less managerial support).
- 6.
Research funding: Scale from 1 = excellent to 5 = poor.
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Drennan, J., Clarke, M., Hyde, A., Politis, Y. (2013). The Research Function of the Academic Profession in Europe. In: Teichler, U., Höhle, E. (eds) The Work Situation of the Academic Profession in Europe: Findings of a Survey in Twelve Countries. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5977-0_6
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