Evaluative Inquiry IV: Accountability and learning

Do research evaluations serve the purpose of accountability or of learning? We argue that they can do both and that we might as well use the energy and resources it takes to organize evaluations for both accountability and learning opportunities.

Tjitske Holtrop, Laurens Hessels and Ad Prins • November 05, 2020

Evaluative Inquiry III: Mixing methods for evaluating research

Critiques on research metrics have produced an unhelpful divide between quantitative and qualitative research methods. In this blogpost, we explain why research evaluation can benefit from the strengths of both.

Tjitske Holtrop, Laurens Hessels and Ad Prins • August 21, 2020

Evaluative Inquiry II: Evaluating research in context

We know that academic knowledge production happens in context, yet, when assessing research, we undervalue the influence of stakeholders and organizational contexts on academic output and impact. The second of four blogposts is on evaluating research in context.

Tjitske Holtrop, Laurens Hessels and Ad Prins • July 20, 2020

Evaluative Inquiry I: Academic value is more than performance

Mainstream evaluation metrics tend to understand academic value as performance while missing other valuable elements of academic value trajectories. This first of four blogposts focuses on the concept of value of the Evaluative Inquiry’s approach to research evaluation.

Tjitske Holtrop, Laurens Hessels and Ad Prins • June 25, 2020

Ad Prins

Blogs

Evaluative Inquiry IV: Accountability and learning

Evaluative Inquiry III: Mixing methods for evaluating research

Evaluative Inquiry II: Evaluating research in context

Evaluative Inquiry I: Academic value is more than performance