Frameworks, effects and significance of research assessment in the Italian university system

In the past decades, growing attention has been paid to the assessment of the quality of university research (Handerson et al., 1990; Genua & Martin 2003; Lange, 2006). Although Italy is traditionally behind other European countries in introducing assessment systems for academic activities, it is now distinguishing itself on the European scene as a country that is adopting large-scale research assessment practices. In 2004, the Committee for the Evaluation of Research (CIVR) launched the Three Year Assessment Exercise (VTR) to analyse research activities carried out in the three year period 2001–2003 which had its origins in the European peer review experience

Frameworks, effects and significance of research assessment in the Italian university system

In the past decades, growing attention has been paid to the assessment of the quality of university research (Handerson et al., 1990; Genua & Martin 2003; Lange, 2006). Although Italy is traditionally behind other European countries in introducing assessment systems for academic activities, it is now distinguishing itself on the European scene as a country that is adopting large-scale research assessment practices. In 2004, the Committee for the Evaluation of Research (CIVR) launched the Three Year Assessment Exercise (VTR) to analyse research activities carried out in the three year period 2001–2003 which had its origins in the European peer review experience

The effects of alternative governance structures: A comparative analysis of higher education policy in five EU member states

In this chapter I will analyze some effects of two alternative governance structures. More particularly, I will present the theoretical foundations of two basically different governance structures and offer an empirical exploration of two categories of their effects in the specific field of higher education policy making in a number of European Union member states