Evaluative Inquiry: Engaging Research Evaluation Analytically and Strategically

Sarah de Rijcke, Tjitske Holtrop, Wolfgang Kaltenbrunner, Jochem Zuiderwijk, Anne Beaulieu, Thomas Franssen, Thed van Leeuwen

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

23 Downloads (Pure)

Abstract

Traditional frameworks for academic evaluation are focused on registering the achievements of research units’ academic and societal achievements. These frameworks and the ways they are usually carried out are built on a few dichotomies: academic versus societal spheres, quantitative versus qualitative approaches, and representative versus intervening analyses. We argue that these dichotomies contribute to a notion of academic achievement that is unrealistic, in a normative and descriptive sense. The concept of the “evaluative inquiry,” as proposed here, amends the linear and individualised notion of academic work and its evaluation and discusses the implications of these moves for the work of the analyst. We suggest instead to understand academic achievement as distributed over a host of academic and non-academic participants to be studied by means of a portfolio approach. This approach to research evaluation requires a more engaged analyst who takes evaluation seriously as both an analytical and a strategic project.
Original languageEnglish
Title of host publicationImpact of Research and Innovation Policy at the Crossroads of Policy Design, Implementation and Evaluation
Pages176-182
Number of pages7
Volume48
DOIs
Publication statusPublished - 2019

Cite this