Elusive quality of educational research in a context of bibliometrics-based research funding systems. The Case of the University of Gothenburg 2005-2014

Abstract

Aim: This study aims to explore and theorise changes in publishing patterns within educational research in a context where bibliometric indicators are used in calculations for research funding distribution purposes. In theorising these publishing patterns, I discuss how such changes might and might not relate to the quality of educational research.

Theory: To do so, I employ a theoretical lens that is derived from Steve Fuller’s social epistemology and adapted to the inquired case – publishing patterns within educational research at the Faculty of Education of the University of Gothenburg (Sweden) in a context of institutional bibliometrics-based research funding system.

Method: The empirical part of the study employs bibliometrics to explore change in publishing patterns. The time frame of the study is a period of ten years (2005-2014). In 2009, a performance-based research funding system (PRFS) was introduced at the University of Gothenburg. Hence the chosen time-frame enables analysis of publishing patterns before and after the introduction of the new research funding system.

Results: The empirical findings of this study suggest that for all types of publications (except reports) the number of publications in a five-year period after the introduction of PRFS (2010-2014) was greater than in the period before (2005-2009). More detailed analysis reveals that the number of peer-reviewed journal articles in particular has increased at a much greater rate after the introduction of PRFS. The main conclusion from interpreting the findings in relation to the quality of educational research is two-fold: if publishing patterns are interpreted merely according to assumptions of the PRFS model, then a shift towards quantity instead of quality is foregrounded. In contrast, if specifics of educational research are included in the interpretation, then the publishing patterns may well indicate reduced quality of educational research. Superficially the above interpretation may indicate compliance with assumptions implicit in PRFS. Yet the presence of other patterns in the data that contradict the PRFS assumptions suggests that change in publication patterns cannot be linked with the use of PRFS in any straightforward sense.