Valutazione della ricerca

Click here to load reader

download Valutazione della ricerca

of 33

  • date post

    01-Jul-2015
  • Category

    Education

  • view

    1.719
  • download

    1

Embed Size (px)

description

La valutazione della ricerca. presentazione all'incontro di Milano del 30 settembre

Transcript of Valutazione della ricerca

  • 1. Francesco Sylos Labini Centro Fermi & ISC-CNR Roma http://ricercatorialberi.blogspot.com/ http://www.ilfattoquotidiano.it/blog/flabini/ http://ricercatorialberi.blogspot.com Valutazione

2.

  • How should Research be Organised?Donald Gillies, College Publication, 2008
  • Economics and Research Assessment SystemsDonald Gillies, In the press, 2011
  • La Scienza Malata?Come la burocrazia soffoca la ricercaLaurent Sgalat, Raffaello Cortina Editore, 2010
  • Du bon usage de la bibliomtrie pour lvalutation individuelle des chercheursInstitut de France, Acadmie de sciences, 2010
  • Valutare la ricerca scientifica, Uso ed abuso degli indicatori bibliometriciAlberto Baccini, Il Mulino, 2010

Bibliografia essenziale 3. Valutazione: problema chiaveSe una ipotetica commissione che avesse dovuto decidere del finanziamento di un progetto al tempoT 0che poi ha portato al Nobel al tempoT 1 >T 0 , ed avesse applicato un dato criterio (ad esempio metrico) avrebbe preso la decisione giusta? 4. Prevedere il futuro ..Valutazione: problema chiave 5. Analisi dei criteri di valutazione da un punto di vista storicoValutazione: problema chiave 6.

  • Top 5%
  • Spazio alle fluttuazioni (50%)
  • Finanziamento a pioggia (100%)

Strategie per la divisione della torta La competizione il motore della ricerca? 7. .Nella ricerca conta solo l' eccellenza: ci che non eccellente non lascia traccia nellaStoria . (Francesco Giavazzi, 22.11.2004, Corriere della Sera) 8. The two papers inScience 2004 and Nature 2005 are the most cited papers on graphene The Science paper has also been acknowledged as one of the most cited recent papers in the field of Physics. 2010 Valutazione: problema chiave 9. A Research Assessment System (or RAS) is a system in which groups of researchers are assessed at intervals.If the assessment is good, the group retains its funding or gets more, while, if the assessment is bad, the groups funds are reduced or perhaps removed altogether. Research Assessment Exercise 10.

  • RAE introduced by Thatcher in 1986
  • RAEs are carried out every few years in all the universities of the UK.
  • Committee of assessors(academics) in each subject.
  • The department submits the selected papers to the assessment committee.
  • Committee study this research output and grade the department

Research Assessment Exercise 11.

    • The departments which score well on the RAE are provided with research funds.
    • Those which dont score so well are provided with much smaller funds for research
    • The members of such departments have to spend more time on teaching.
    • Recently there have even been moves in some universities to close altogether departments which perform badly on the RAE

Research Assessment Exercise 12.

  • RAE is a costly operation.
  • Professional administrators (extra administrative staff)
  • Extra work involved in the RAE (the time of academics also costs money, this too adds to the cost of the RAE).

Research Assessment ExerciseThe question then naturally arises as to whether this expensive procedurehas actually improvedthe research produced in the UK. Strange to say this question is rarely asked:Could it be making the research output of the UK worse instead of better? 13.

  • Peer review: the original RAE was based entirely on peer review.
  • Biblio-metrics

Assessment of the value of the research work 14.

  • Mature natural sciences as normal science same paradigm
  • Scientific revolutions new paradigm.
  • Social sciences -->competing schools with different paradigms

Single vs. multi-paradigm situation (Economics and Research Assessment SystemsDonald Gillies, In the press, 2011) 15.

  • Theoretical physics :relativity theoryandquantum mechanics
  • Economics: different schools withdifferent political ideologies :Neo-Classical Economics, the various versions of Keynesianism, and Marxist Economics.

Physics vs Economics(Economics and Research Assessment SystemsDonald Gillies, In the press, 2011) 16. My claim is that the research work of the members of whichever school has the largest number of members will receive the highest valuation.So if school A is in the majority, the members of school A will receive the highest valuation. If school B is in the majority, then the members of school B will receive the highest valuation, and so on.If a Research Assessment System is applied to such a community, what result will it give?(Economics and Research Assessment SystemsDonald Gillies, In the press, 2011) 17. http://www.letteraapertavalutazionericerca.it/ 18. http://ricercatorialberi.blogspot.com http://lanl.arxiv.org/abs/1008.1586 19. 20. E possibile fare una classifica di scienziati (o dei progetti di ricerca)come se si trattasse di tennisti ?Valutazione: strumentibibliometrici 21.

  • Before we develop apseudoscienceof citation analysis, we should remind ourselves that what matters absolutely is the scientific content of a paper and that nothing will substitute for either knowing it or reading it. We should also recognize that citation often tells us more about thesociologyof than about the science itself
  • Sydney BrennerCitation Science
  • Science 3 July 1998: Vol.281no. 5373 p. 53

http://ricercatorialberi.blogspot.com Valutazione: strumentibibliometrici 22. 23. 24. http://ricercatorialberi.blogspot.com Valutazione: strumentibibliometrici 25. Valutazione: strumentibibliometrici 26. Valutazione: strumentibibliometrici 27. http://ricercatorialberi.blogspot.com Valutazione: strumentibibliometrici 28. http://ricercatorialberi.blogspot.com Valutazione: fisici 29. http://ricercatorialberi.blogspot.com Valutazione: economisti 30. http://ricercatorialberi.blogspot.com Valutazione: economisti 31. Valutazione delle chiacchere 32.

  • Campi con diversi paradigmi
  • Campi in cui i soggetti non sono universali (o globali)
  • Campi interdisciplinari
  • Campi applicativi

Aspetti critici (ed irrisolti) 33. Conclusioni

  • Valutare necessario ma molto delicato
  • Cultura della valutazione
  • Ogni campo ha una storia a s
  • E difficile valutare chi lavora
  • E facile identificare chi non lavora