How universities react to new rules: a comparison between Spain and Italy about evaluation tools (Contributo in atti di convegno)

Type
Label
  • How universities react to new rules: a comparison between Spain and Italy about evaluation tools (Contributo in atti di convegno) (literal)
Anno
  • 2013-01-01T00:00:00+01:00 (literal)
Alternative label
  • Marini G., Sànchez P., Reale E. (2013)
    How universities react to new rules: a comparison between Spain and Italy about evaluation tools
    in EU-SPRI Forum Conference, Madrid, 10-12 April 2013
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • Marini G., Sànchez P., Reale E. (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#titoloVolume
  • Proceedings of the 2013 EU-SPRI Forum Conference (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni
  • CERIS CNR (literal)
Titolo
  • How universities react to new rules: a comparison between Spain and Italy about evaluation tools (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#isbn
  • 9788469574089 (literal)
Abstract
  • Spain and Italy both are examples of countries whose legacy in terms of academic world is clearly defined by the personal influence of senior scholar and the legal framework of civil servants. As the quest for more accountability to the national State, or other public spenders, is getting a binding factor, especially during this structural financial crisis, the academic system has elaborated, mainly at national levels, new ways to trigger self-responsibility upon how resources are invested and how universities may or ought to propel new kind of spending and fund raising. This mix of cutting funds and at the same time new pushes and focuses of a kind of \"value for money\" which means basically scientific productivity are generating deep changes in the long period. Nonetheless in the short period systems may react in order to: i) lessen the impacts, ii) postpone the constraints toward the younger cohorts, iii) change practices to avoid actual changes; iv) use asymmetric awareness to create better knowledge to respect to other competitors (for instance different departments in the same university) and get advantages in the game with new rules. Evaluation to this regard is assumed as one of the driving mechanisms, that may have different actual outcomes according to country national legislations and institutional asset (i.e. agencies in charge to manage and implement rationales in terms of decision making which are nested and implied in evaluation exercises and practices). The different timing and milestone by which the two nations under investigation developed let nonetheless observe different kind of reactions and even different stages of this still on-going change. More interestingly, Italy and Spain look to have generated slightly different paths of actual implementation for the organizational and scientific community point of view. A general overview of the two national contexts is offered as part of the qualitative analysis. (literal)
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