Evaluating 'Impact' in the UK's Research Excellence Framework (REF): Liminality, Looseness and New Modalities of Scholarly Distinction

Autor/inn/en	Watermeyer, Richard; Chubb, Jennifer
Titel	Evaluating 'Impact' in the UK's Research Excellence Framework (REF): Liminality, Looseness and New Modalities of Scholarly Distinction
Quelle	In: Studies in Higher Education, 44 (2019) 9, S.1554-1566 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watermeyer, Richard) ORCID (Chubb, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1455082
Schlagwörter	Outcome Measures; Foreign Countries; Educational Research; Public Policy; Researchers; Economic Research; Economic Impact; Evaluation Criteria; Scholarship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Öffentliche Ordnung; Researcher; Forscher; Wirtschaftsforschung; Ökonomische Determinanten; Scholarships; Stipendium
Abstract	Little is known about the process of evaluating the economic and societal impact of research undertaken in university settings. In this paper, we explore the accounts of senior academics and user-assessors, populating disciplinary sub-panels spanning the humanities and social sciences, convened to judge and 'score' the impact claims of researchers from UK universities as a new component of research evaluation within the specific context of the UK's performance-based research funding system (PBRFS), the Research Excellence Framework (REF). We perceive from their accounts the emergence of a new and liminal space in the production of scholarly 'distinction' that is unlike archetypal modalities of academic excellence. Analogously, we identify an emotional and intellectual vulnerability in the review process and the loosening of the structures reviewers traditionally call upon in making value-determinations that simultaneously facilitate their role as impact evaluators and create new modalities in scholarly distinction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01