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Hessels, Laurens K.; Franssen, Thomas; Scholten, Wout; de Rijcke, Sarah – Minerva: A Review of Science, Learning and Policy, 2019
This paper aims to explore disciplinary variation in valuation practices by comparing the way research groups accumulate credibility across four epistemic cultures. Our analysis is based on case studies of four high-performing research groups representing very different epistemic cultures in humanities, social sciences, geosciences and…
Descriptors: Educational Research, Educational Researchers, Credibility, Epistemology
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Franssen, Thomas; Scholten, Wout; Hessels, Laurens K.; de Rijcke, Sarah – Minerva: A Review of Science, Learning and Policy, 2018
Over the past decades, science funding shows a shift from recurrent block funding towards project funding mechanisms. However, our knowledge of how project funding arrangements influence the organizational and epistemic properties of research is limited. To study this relation, a bridge between science policy studies and science studies is…
Descriptors: Epistemology, Innovation, Institutional Characteristics, Research Administration
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Hammarfelt, Björn; de Rijcke, Sarah; Wouters, Paul – Minerva: A Review of Science, Learning and Policy, 2017
Global university rankings have become increasingly important "calculative devices" for assessing the "quality" of higher education and research. Their ability to make characteristics of universities "calculable" is here exemplified by the first proper university ranking ever, produced as early as 1910 by the American…
Descriptors: Universities, Excellence in Education, Reputation, Educational Quality