The Unintended Consequences of Using Direct Incentives to Drive the Complex Task of Research Dissemination
- Muthama, Evelyn, McKenna, Sioux
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187116 , vital:44569 , xlink:href="https://doi.org/10.25159/1947-9417/6688"
- Description: Universities have used an array of incentives to increase academic publications, which are highly rewarded in the South African higher education funding formula. While all universities use indirect incentives, such as linking promotion and probation to publication, the mechanisms used in some institutions have taken a very direct form, whereby authors are paid to publish. This process has paralleled a large rise in publication outputs alongside increased concerns about quality. Significantly, there are ethical questions to be asked when knowledge dissemination is so explicitly linked to financial reward through the payment of commission to academics. Based on an analysis of institutional policies and data from an online survey and interviews with academics from seven South African universities, we argue that when money is the main means used to encourage academics to contribute to knowledge, numerous unintended consequences may emerge. These include a focus on quantity rather than the quality of research, a rise in predatory publishing, and resentment among academics. We argue that incentives, in particular direct payment for publications, undermine the academic project by positioning publications in terms of exchange-value rather than their use-value as a contribution to knowledge building.
- Full Text:
- Date Issued: 2020
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187116 , vital:44569 , xlink:href="https://doi.org/10.25159/1947-9417/6688"
- Description: Universities have used an array of incentives to increase academic publications, which are highly rewarded in the South African higher education funding formula. While all universities use indirect incentives, such as linking promotion and probation to publication, the mechanisms used in some institutions have taken a very direct form, whereby authors are paid to publish. This process has paralleled a large rise in publication outputs alongside increased concerns about quality. Significantly, there are ethical questions to be asked when knowledge dissemination is so explicitly linked to financial reward through the payment of commission to academics. Based on an analysis of institutional policies and data from an online survey and interviews with academics from seven South African universities, we argue that when money is the main means used to encourage academics to contribute to knowledge, numerous unintended consequences may emerge. These include a focus on quantity rather than the quality of research, a rise in predatory publishing, and resentment among academics. We argue that incentives, in particular direct payment for publications, undermine the academic project by positioning publications in terms of exchange-value rather than their use-value as a contribution to knowledge building.
- Full Text:
- Date Issued: 2020
Death of the PhD: when industry partners determine doctoral outcomes
- Frick, Liezel, McKenna, Sioux, Muthama, Evelyn
- Authors: Frick, Liezel , McKenna, Sioux , Muthama, Evelyn
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66680 , vital:28981 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2017.1263467
- Description: Pre-print , The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
- Full Text:
- Date Issued: 2017
- Authors: Frick, Liezel , McKenna, Sioux , Muthama, Evelyn
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66680 , vital:28981 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2017.1263467
- Description: Pre-print , The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
- Full Text:
- Date Issued: 2017
The contradictory conceptions of research in historically black universities
- Muthama, Evelyn, McKenna, Sioux
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187183 , vital:44577 , xlink:href="http://dx.doi. org/10.18820/2519593X/pie. v35i1.10"
- Description: Research is conceptualised in multiple and contradictory ways within and across Historically Black Universities (HBUs) with consequences for knowledge production. Under the apartheid regime, research was deliberately underdeveloped in such institutions and this continues to have an impact. We argue that if HBUs are to move from the constraints of the past into the possibilities of the future, there is a need for a thorough understanding both of how research is currently conceptualised, and of the consequences of such conceptions for research output. We used a critical discourse analysis of interviews, documents and survey data from seven HBUs to identify the dominant discourses about the purposes of research. The findings are four dominant conceptions of research that sometimes contradict each other across and within the HBUs. These are research as integral to academic identity; research for social justice; research as an economic driver and research as an instrumentalist requirement for job security, promotion and incentives. These conceptions seemed to emerge in part because of the history of the institutions and create both constraining and enabling effects on research production.
- Full Text:
- Date Issued: 2017
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187183 , vital:44577 , xlink:href="http://dx.doi. org/10.18820/2519593X/pie. v35i1.10"
- Description: Research is conceptualised in multiple and contradictory ways within and across Historically Black Universities (HBUs) with consequences for knowledge production. Under the apartheid regime, research was deliberately underdeveloped in such institutions and this continues to have an impact. We argue that if HBUs are to move from the constraints of the past into the possibilities of the future, there is a need for a thorough understanding both of how research is currently conceptualised, and of the consequences of such conceptions for research output. We used a critical discourse analysis of interviews, documents and survey data from seven HBUs to identify the dominant discourses about the purposes of research. The findings are four dominant conceptions of research that sometimes contradict each other across and within the HBUs. These are research as integral to academic identity; research for social justice; research as an economic driver and research as an instrumentalist requirement for job security, promotion and incentives. These conceptions seemed to emerge in part because of the history of the institutions and create both constraining and enabling effects on research production.
- Full Text:
- Date Issued: 2017
Book Review Growing the next generation of researchers: A handbook for emerging researchers and their mentors, Holness, L
- Motshoane, Puleng, Muthama, Evelyn, McKenna, Sioux
- Authors: Motshoane, Puleng , Muthama, Evelyn , McKenna, Sioux
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187205 , vital:44579 , xlink:href="https://doi.org/10.14426/cristal.v3i2.56"
- Description: South Africa urgently needs more researchers (NRF, 2008; NDP, 2011). We also need a transformation in the demographics of our researchers. One indicator of this is that currently only 14% of university professors are black African, and only 2% are black African females (DHET, 2012). The Staffing South Africa's Universities Framework includes a number of initiatives to drive the process of growing the next generation of academics. For example, the nGAP project has inserted 125 new posts into the higher education system in 2015, with more to follow. This project allows for new academics to undertake postgraduate study and develop as teachers and researchers through mentorship, a reduced teaching load and so on.
- Full Text:
- Date Issued: 2015
- Authors: Motshoane, Puleng , Muthama, Evelyn , McKenna, Sioux
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187205 , vital:44579 , xlink:href="https://doi.org/10.14426/cristal.v3i2.56"
- Description: South Africa urgently needs more researchers (NRF, 2008; NDP, 2011). We also need a transformation in the demographics of our researchers. One indicator of this is that currently only 14% of university professors are black African, and only 2% are black African females (DHET, 2012). The Staffing South Africa's Universities Framework includes a number of initiatives to drive the process of growing the next generation of academics. For example, the nGAP project has inserted 125 new posts into the higher education system in 2015, with more to follow. This project allows for new academics to undertake postgraduate study and develop as teachers and researchers through mentorship, a reduced teaching load and so on.
- Full Text:
- Date Issued: 2015
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