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Autor/inn/enZacharewicz, Thomas; Pulido Pavón, Noemi; Palma Martos, Luis Antonio; Lepori, Benedetto
TitelDo Funding Modes Matter? A Multilevel Analysis of Funding Allocation Mechanisms on University Research Performance
QuelleIn: Research Evaluation, 32 (2023) 3, S.545-556 (12 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Zacharewicz, Thomas)
ORCID (Lepori, Benedetto)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0958-2029
DOI10.1093/reseval/rvad023
SchlagwörterFinancial Support; Research Administration; Resource Allocation; Competition; Cross Cultural Studies; Universities; Research Projects; Faculty Publishing; Foreign Countries; European Union
AbstractOver the last decades, most EU countries have profoundly reshaped their public research funding systems by shifting from traditional institutional block-funding towards more project-based mechanisms. The main rationale underlying this evolution builds on the assumption that project funding would foster research performance through the introduction of competitive allocation mechanisms. In contrast with the general increase of project funding, evidence is mixed regarding a positive effect of competitive funding mechanisms on research performance, as some studies find a positive impact, other a negative one or no impact. Differences also appear across studies regarding research actors, funding streams, and research outputs considered. This article integrates these different approaches through a multilevel design gathering funding inputs for 10 countries and 148 universities between 2011 and 2019 and assesses their impact on the quantity and quality of publications. Results highlight no impact of national and university-level competitive funding mechanisms on universities highly cited publications and no clear effect on the quantity of publications. (As Provided).
AnmerkungenOxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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