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dc.contributor.authorAndreassen, Hege Kristin
dc.description.abstractHow should research be assessed? This is a core question in all institutions supporting research activities. To legitimise their existence, their autonomy, and their power, higher education institutions need tools for assessment that can verify their position as society’s guardians of truth and critical thinking. In addition to regular evaluation of performance on an institutional level, usually performed by nation states, the academic community has institutionalised several forms of research assessment to be deployed on the project, group or individual level. Seen from a gender perspective, research assessment procedures in higher education pose a problem: they relate to, and depart from, institutional power structures that reproduce and reinforce existing gender hierarchies translated as academic worth, meaning that in sum, men’s contributions often end up more visible and valued than women’s contributions.en_US
dc.identifier.citationAndreassen HK: Research Assessments. In: Duarte M, Losleben K, Fjørtoft K. Gender Diversity, Equity, and Inclusion in Academia A Conceptual Framework for Sustainable Transformation, 2023. Routledge p. 193-203en_US
dc.identifier.cristinIDFRIDAID 2165160
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)en_US
dc.titleResearch Assessmentsen_US

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Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)