Determinants of the international influence of a R&D organisation: a bibliometric approach

Traditionally, studies on the influence and impact of knowledge-producing organisations have been addressed by means of strict economic analysis, stressing their economic impact to a local, regional or national extent. In the present study, an alternative methodology is put forward in order to evaluate the international scientific impact and influence of a knowledge-producing and -diffusing institution. We introduce a new methodology, based on scientometric and bibliometric tools, which complement traditional assessments by considering the influence of a R&D institution when looking at the scientific production undertaken and the recognition of its relevance by its international peer community. Focusing on the most prolific scientific areas of INESC Porto, and resorting to published scientific work recorded in the Science Citation Index (SCI), we show that INESC Porto has enlarged its international scientific network. The logit estimations demonstrate that the wide geographical influence of INESC Porto scientific research is a result not of its international positioning in terms of co-authorships, but rather a result of the quality of its scientific output.Impact and influence assessment methods; R&D Institutions; Bibliometrics, Scientometrics; knowledge network; INESC Porto

Beyond the Bubble: Technology and the Future of Student Assessment

Provides an overview of information technology's potential to enable better assessments of student achievement. Outlines promising models for testing complex skills, cognition, and learning and for utilizing such assessments to improve instruction

Determinants of the international influence of a R&D organisation: a bibliometric approach

Traditionally, studies on the influence and impact of knowledge-producing organisations have been addressed by means of strict economic analysis, stressing their economic impact to a local, regional or national extent. In the present study, an alternative methodology is put forward in order to evaluate the international scientific impact and influence of a knowledge-producing and -diffusing institution. We introduce a new methodology, based on scientometric and bibliometric tools, which complement traditional assessments by considering the influence of a R&D institution when looking at the scientific production undertaken and the recognition of its relevance by its international peer community. Focusing on the most prolific scientific areas of INESC Porto, and resorting to published scientific work recorded in the Science Citation Index (SCI), we show that INESC Porto has enlarged its international scientific network. The logit estimations demonstrate that the wide geographical influence of INESC Porto scientific research is a result not of its international positioning in terms of co-authorships, but rather a result of the quality of its scientific output.Impact and influence assessment methods; R&D Institutions; Bibliometrics, Scientometrics; knowledge network; INESC Porto

Assessing the Benefits of Public Research Within an Economic Framework: The Case of USDA's Agricultural Research Service

Evaluation of publicly funded research can help provide accountability and prioritize programs. In addition, Federal intramural research planning generally involves an institutional assessment of the appropriate Federal role, if any, and whether the research should be left to others, such as universities or the private sector. Many methods of evaluation are available, peer review—used primarily for establishing scientific merit—being the most common. Economic analysis focuses on quantifying ultimate research outcomes, whether measured in goods with market prices or in nonmarket goods such as environmental quality or human health. However, standard economic techniques may not be amenable for evaluating some important public research priorities or for institutional assessments. This report reviews quantitative methods and applies qualitative economic reasoning and stakeholder interviewing methods to the evaluation of economic benefits of Federal intramural research using three case studies of research conducted by USDA’s Agricultural Research Service (ARS). Differences among the case studies highlight the need to select suitable assessment techniques from available methodologies, the limited scope for comparing assessment results across programs, and the inherent difficulty in quantifying benefits in some research areas. When measurement and attribution issues make it difficult to quantify these benefits, the report discusses how qualitative insights based on economic concepts can help research prioritization.Agricultural Research Service, Federal intramural research, publicly funded research, Environmental Economics and Policy, Food Consumption/Nutrition/Food Safety, Livestock Production/Industries, Productivity Analysis,

Organizing Education by Drawing on Organizational Studies

This study explores how scholars researching organizations and organizing processes can use and exploit their knowledge not only in terms of course contents, but also in organizing and managing students' learning activity.A design-oriented research approach is used in order to develop grounded design principles for organizing education.By drawing on the literature about organizational design and learning, several preliminary design ideas for organizing undergraduate education are described.Subsequently, two examples of how these design ideas can be applied are discussed.The first example involves the design of an undergraduate course in Organizational Behaviour.The second example is a tool for collaboratively supervising thesis projects.The design principles grounded in these two cases are, in sum: designing education as an authentic organization; exploiting the benefits of peer mentoring and assessment; acting and delegating as a senior manager; and setting vivid standards.Finally, the contribution that organization studies can make to educational theory and practice is explored, and the role of design methodologies is discussed.organizational learning;education;organizational structure

Gamification in higher education and stem : a systematic review of literature

In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching