Literaturnachweis - Detailanzeige
| Autor/in | Nagy, Dianne |
|---|---|
| Titel | Evaluating the Broader Impacts of Sponsored Research through the Lens of Engaged Scholarship |
| Quelle | (2013), (139 Seiten)
PDF als Volltext Ed.D. Dissertation, University of South Dakota |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3032-8939-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Scientific Research; Evaluation Criteria; Financial Support; Research Projects; Surveys; School Community Relationship; Grants; Knowledge Management; Researchers; Academic Rank (Professional); Work Environment; Multiple Regression Analysis; College Faculty; Resources; Intellectual Disciplines |
| Abstract | The National Science Foundation's (NSF) broader impacts merit review criterion for research grant proposals has encountered persistent resistance from the scientific community. This study examined the factors that shape response to the broader impacts merit review criterion by investigating the effect of characteristics of NSF-funded researchers and their home institutions on the activities they engage in to meet the NSF broader impacts requirement. An author-developed survey collected data from a random stratified sample of 700 NSF grant recipients. The survey asked participants about the type and quality of their broader impacts activities; their views on knowledge production and the democratization of science; their prior experience, training, and sense of ability with activities similar to those conducted to address the broader impacts criterion; the existence of a supportive climate and resources for community engagement at their home institutions; their academic rank and the NSF directorate they applied to. The questions on NSF directorate, rank, and activity type were multiple choice; the remaining items were accompanied by a five-point scale. Computation of item means and rankings indicated that participants shared an orientation towards knowledge production that was more democratic than technocratic and valued public engagement in science; that they had a good deal of experience but little training in community engaged activities and lacked confidence in their ability to evaluate such work; that executive leaders at their institutions encouraged community engagement but promotion and tenure policies did not recognize such activities; and that they had little access to training, funding, or infrastructure to support community engaged activities. A multinomial logistic regression showed that faculty expertise, resources, and academic discipline were the strongest predictors of type of broader impacts activity (p < 0.001). A multiple regression analysis revealed that faculty expertise, a democratic orientation towards knowledge production, and a supportive climate were the strongest predictors of quality of broader impacts activity (p < 0.001). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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