Academic Research Evaluation in Artistic Disciplines: The Case of Poland

Autor/inn/en	Lewandowska, Kamila; Kulczycki, Emanuel
Titel	Academic Research Evaluation in Artistic Disciplines: The Case of Poland
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 2, S.284-296 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1893651
Schlagwörter	Foreign Countries; Visual Arts; Theater Arts; Research; Evaluation; Productivity; College Faculty; Faculty Publishing; Financial Support; Poland + Suchen Sie Ihr Suchwort? Ausland; Optische Gestaltung; Theaterwissenschaft; Forschung; Evaluierung; Produktivität; Fakultät; Finanzielle Förderung; Polen
Abstract	This study focuses on the evaluation of artistic disciplines (visual and performing arts) within performance-based university research funding systems. It offers an analysis of the Polish academic research evaluation system and investigates its effects on the scholarly productivity of artists-academics. Poland has adopted a performance-based research funding system that includes evaluation of artistic productions (without considering them as 'research') and developed a comprehensive quantification of artistic achievements. We analyse data from the Polish Current Research Information System on 136,894 outputs submitted by 93 art faculties for two evaluation exercises (in 2013 and 2017). Our findings demonstrate a change in scholarly productivity of artists-academics towards publication practices characteristic for science-oriented disciplines. We also find that art departments located in universities exhibit a greater tendency for changing publication practices than departments located in independent art schools. The findings from this study demonstrate that both: (1) the designs of national research evaluation systems and (2) the structures of higher education may influence scholarly outcomes in practice-based disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01