By Steven Wooding, Jonathan Grant
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Additional resources for Assessing Research: The Researchers' View (2003)
The workshops took place in a variety of rooms, from teaching rooms to grand council rooms. Wherever possible we attempted to set rooms up in a cabaret style with groups of chairs clustered around tables; however, this was not always practical. In some venues we also had the use of breakout rooms, but on other occasions groups had to work in different corners of a large room. Task 1 When participants arrived at the workshop they were allowed to sit wherever they choose, although we suggested that they not sit next to someone they already knew.
Funding high flyers – direct allocation of funds to high fliers in low rated departments. Transfer Fees – providing recognition to departments that nurtured researchers who then become high flyers. Figure 16: A prompt card of systems ideas After the plenary feedback for Task 3, in which each group presented their system to the whole workshop group (an example flip chart is shown in Figure 17), we asked one member of each group to swap. This ‘Devil’s Advocate’ provided each group with an external viewpoint and a critical voice, as they considered the implementation and implications of their system.
Four groups suggested that the practice of only submitting four pieces of work per academic should be dropped in favour of a system where all work was submitted and the best pieces of work highlighted. Four other groups thought that it was important that all submissions were read, to guard against assumptions based on reputation and to ensure fairness, conversely one group thought that sampling was acceptable provided at least one piece of work from each academic was read. Two groups thought that algorithmic assessment offered the possibility of reducing the workload of the panel.
Assessing Research: The Researchers' View (2003) by Steven Wooding, Jonathan Grant