title: The merits of using citations to measure research output in economics departments: The New Zealand case

authors: Anderson, David L.

subjects: Citations

abstract: In this paper we explore the merits of utilizing citation counts to measure research output in economics in the context of a nation-wide research evaluation scheme. We selected one such system for study: the New Zealand government’s Programme-Based Research Fund (PBRF). Citations were collected for all refereed papers produced by New Zealand’s academic economists over the period 2000 to 2008 using the databases of the ISI/Web of Science and, to a limited extent, Google Scholar. These data allowed us to estimate the time lags in economics between publication of an article and the flow of citations; to demonstrate the impact of alternative definitions of ‘economics-relevant’ journals on citation counts; and to assess the impact of direct citation measures and alternative schemes on departmental and individual performance. Our findings suggest that the time-lags between publication and citing are such that it would be difficult to rely on citations counts to produce a meaningful measure of output in a PBRF-like research evaluation framework, especially one based explicitly on individual assessment.

text: The merits of using citations to measure research output in economics departments: The New Zealand case In this paper we explore the merits of utilizing citation counts to measure research output in economics in the context of a nation-wide research evaluation scheme. We selected one such system for study: the New Zealand government’s Programme-Based Research Fund (PBRF). Citations were collected for all refereed papers produced by New Zealand’s academic economists over the period 2000 to 2008 using the databases of the ISI/Web of Science and, to a limited extent, Google Scholar. These data allowed us to estimate the time lags in economics between publication of an article and the flow of citations; to demonstrate the impact of alternative definitions of ‘economics-relevant’ journals on citation counts; and to assess the impact of direct citation measures and alternative schemes on departmental and individual performance. Our findings suggest that the time-lags between publication and citing are such that it would be difficult to rely on citations counts to produce a meaningful measure of output in a PBRF-like research evaluation framework, especially one based explicitly on individual assessment.

year: 2011-05

title: What anniversary? New Zealand “Celebrates” fifty years of television

authors: Lealand, Geoff

subjects: television

abstract: The first official transmission beyond experimentation began on 1 June 1960. As a consequence, this became a very significant date in New Zealand television history, marking the fiftieth anniversary of its introduction, the celebration of which is primary focus of this chapter.  However, it is important to put this history in context, given that the late arrival of television had a persistent influence on the structure and purpose of the medium in New Zealand.

text: What anniversary? New Zealand “Celebrates” fifty years of television The first official transmission beyond experimentation began on 1 June 1960. As a consequence, this became a very significant date in New Zealand television history, marking the fiftieth anniversary of its introduction, the celebration of which is primary focus of this chapter.  However, it is important to put this history in context, given that the late arrival of television had a persistent influence on the structure and purpose of the medium in New Zealand.

year: 2012

title: Accelerating success and promoting equity through the ako (note 1): Critical contexts for change

authors: Berryman, Mere

abstract: Achieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs transformative school reform. In response, we outline the ako: critical contexts for change. This model has been applied across five dimensions for transformative reform within Kia Eke Panuku (Note 2). This paper focuses on how this model can be understood and applied alongside curriculum implementation. We draw evidence from wider research of the impact on improving student achievement when individual aspects of the ako: critical contexts for change have been applied. We have found that when all three contexts are applied simultaneously and spread throughout the school, pedagogical reform can be accelerated, even for those students most underserved.

text: Accelerating success and promoting equity through the ako (note 1): Critical contexts for change Achieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs transformative school reform. In response, we outline the ako: critical contexts for change. This model has been applied across five dimensions for transformative reform within Kia Eke Panuku (Note 2). This paper focuses on how this model can be understood and applied alongside curriculum implementation. We draw evidence from wider research of the impact on improving student achievement when individual aspects of the ako: critical contexts for change have been applied. We have found that when all three contexts are applied simultaneously and spread throughout the school, pedagogical reform can be accelerated, even for those students most underserved.

year: 2017