Competition over research funds and junior researchers in Japanese universities: evidence from a large-scale survey to corresponding authors of scientific publications from 2004 to 2012
The National Institute of Science and Technology Policy (NISTEP) in Japan conducted a survey to corresponding authors, affiliated with Japanese organizations, of the scientific publications published during the period of 2004 to 2012. The survey asked about research funds and teams of research activities that produced scientific publications (the number of respondents is about 11 thousand and response rate is 53%).
The analyses of the survey revealed that research funds and teams that used in research activities vary depending on the affiliation sector and the affiliation university group that was defined by the publication share in Japan. The percentage of research activities that used extramural funds is the largest in the university group that has the largest publication share and tends to be smaller in the university groups with smaller publication share; however, the percentage of research activities that used extramural funds has been increasing in all university groups reflecting the increasing of the competitive funds in Japanese system. Analyses of the team composition show that junior researchers (bachelor/master’s students, PhD students, and postdoctoral fellows) are involved in the majority of research activities in universities; and therefore, the junior researchers play a crucial role in research. Each percentage of the involvement of the bachelor/master’s students, PhD students, and postdoctoral fellows also differs among the university groups and the research field. We also found that citation counts of the scientific publications correlates with both research funds and team composition.
In Japan, the number of doctoral course entrants has been decreasing ever since 2004 and weight of competitive funding has been increasing in the past decade, therefore our results suggest that how to attract and train junior researchers and secure stable funding are crucial to preserve research capability both in Japanese universities and academic societies.
The document discusses the University Ranking by Academic Performance (URAP) project. URAP ranks 2000 universities globally and 125 Turkish universities based on academic performance indicators collected from sources like ISI and SCOPUS. The top universities are listed for indicators like number of articles, citations, and international collaboration. Harvard University ranks first in the overall URAP world ranking. The methodology, data collection, scoring, and results of the URAP 2012-2013 rankings are presented.
The Institutional Profiles project collects multidimensional data from over 1,000 leading academic institutions globally to profile their activities and performance. Data is gathered through an annual academic reputation survey, direct collection from institutions, and bibliometric sources. Institutions provide detailed information on areas like staff, students, degrees, funding, and subject-level activities. The data aims to be high-quality, internationally comparable, and minimize workload for institutions. Analysis benchmarks data to account for subject differences and allows custom comparison of institutions' key performance indicators, trends, and relationships to peers. The Institutional Profiles provide an excellent resource for exploring academic institutions and understanding their competencies.
Urap 2014 2015 world ranking and urap tr presentation nov 12 2014 sa (1)Murat KOÇAK
The document summarizes the University Ranking by Academic Performance (URAP) 2014-2015 rankings. It describes the establishment of the URAP Research Laboratory at Middle East Technical University in 2009 to rank universities based on academic performance. It provides details on the methodology used, indicators measured, data sources, and presents the top 15 universities in the URAP world ranking and top 15 Turkish universities. Over 2000 universities were ranked overall and in 23 fields based on 6 indicators of academic performance and research impact.
This document summarizes the results of a survey of 57 representatives from 33 journalism schools across 20 countries regarding research in journalism education. It finds that the most common topics of research are journalism as a profession (64%) and professional competences (64%). Educational programs and curriculum design are also popular topics. The most common research methods are surveys, interviews, and content analysis. While most results are implemented in teaching, some respondents reported low impact. The document identifies countries like Finland and the Netherlands as leaders in journalism education research and publication. It concludes by discussing opportunities for new areas of research focus.
A combination of powerpoint presentations on bibliometrics in higher education, originally presented at (CONCERT) Council on Core Electronic Resources in Taiwan, November 2008 and modified for a paper on bibliometrics and university rankings.
http://ir.library.smu.edu.sg/record=d1010558
The document discusses university ranking systems and Pakistan's performance in various rankings. It provides an overview of popular global university rankings like QS, THE, ARWU, USNWR, and subject-specific rankings. It outlines the methodology, indicators and Pakistan's ranking in these systems. Additionally, it presents Punjab University's efforts to improve its ranking by focusing on key indicators like faculty, students, research, reputation and finances. It recommends further strategies like establishing a data center, international student office and improving ICT facilities.
This document discusses the importance of university rankings for students, governments, and institutions. It notes that 85% of students find rankings important in choosing a university, and 33% consider it the most important factor. Government leaders from Japan, India, Russia, and China have emphasized improving their countries' university rankings. The document also summarizes research output and rankings of top universities from BRICS countries according to Scival data from 2010-2014. It explores correlations between reputation, research excellence, and international collaboration based on this data.
Weighted allocation formula and the association between academic discipline a...Kristin Calvert
The document summarizes research conducted to determine if there is a relationship between academic discipline and the types of research cited by faculty. The researcher analyzed over 12,000 citations from 370 works by Western Carolina University faculty published between 2012-2014. Chi-square tests found statistically significant relationships between academic department/field and citation type. Most citations were journal articles, followed by books. Citations tended to be recent, with over 50% from the last 5 years. The results could help the university revise its formula for allocating funds to departments for books and journals.
The document discusses the University Ranking by Academic Performance (URAP) project. URAP ranks 2000 universities globally and 125 Turkish universities based on academic performance indicators collected from sources like ISI and SCOPUS. The top universities are listed for indicators like number of articles, citations, and international collaboration. Harvard University ranks first in the overall URAP world ranking. The methodology, data collection, scoring, and results of the URAP 2012-2013 rankings are presented.
The Institutional Profiles project collects multidimensional data from over 1,000 leading academic institutions globally to profile their activities and performance. Data is gathered through an annual academic reputation survey, direct collection from institutions, and bibliometric sources. Institutions provide detailed information on areas like staff, students, degrees, funding, and subject-level activities. The data aims to be high-quality, internationally comparable, and minimize workload for institutions. Analysis benchmarks data to account for subject differences and allows custom comparison of institutions' key performance indicators, trends, and relationships to peers. The Institutional Profiles provide an excellent resource for exploring academic institutions and understanding their competencies.
Urap 2014 2015 world ranking and urap tr presentation nov 12 2014 sa (1)Murat KOÇAK
The document summarizes the University Ranking by Academic Performance (URAP) 2014-2015 rankings. It describes the establishment of the URAP Research Laboratory at Middle East Technical University in 2009 to rank universities based on academic performance. It provides details on the methodology used, indicators measured, data sources, and presents the top 15 universities in the URAP world ranking and top 15 Turkish universities. Over 2000 universities were ranked overall and in 23 fields based on 6 indicators of academic performance and research impact.
This document summarizes the results of a survey of 57 representatives from 33 journalism schools across 20 countries regarding research in journalism education. It finds that the most common topics of research are journalism as a profession (64%) and professional competences (64%). Educational programs and curriculum design are also popular topics. The most common research methods are surveys, interviews, and content analysis. While most results are implemented in teaching, some respondents reported low impact. The document identifies countries like Finland and the Netherlands as leaders in journalism education research and publication. It concludes by discussing opportunities for new areas of research focus.
A combination of powerpoint presentations on bibliometrics in higher education, originally presented at (CONCERT) Council on Core Electronic Resources in Taiwan, November 2008 and modified for a paper on bibliometrics and university rankings.
http://ir.library.smu.edu.sg/record=d1010558
The document discusses university ranking systems and Pakistan's performance in various rankings. It provides an overview of popular global university rankings like QS, THE, ARWU, USNWR, and subject-specific rankings. It outlines the methodology, indicators and Pakistan's ranking in these systems. Additionally, it presents Punjab University's efforts to improve its ranking by focusing on key indicators like faculty, students, research, reputation and finances. It recommends further strategies like establishing a data center, international student office and improving ICT facilities.
This document discusses the importance of university rankings for students, governments, and institutions. It notes that 85% of students find rankings important in choosing a university, and 33% consider it the most important factor. Government leaders from Japan, India, Russia, and China have emphasized improving their countries' university rankings. The document also summarizes research output and rankings of top universities from BRICS countries according to Scival data from 2010-2014. It explores correlations between reputation, research excellence, and international collaboration based on this data.
Weighted allocation formula and the association between academic discipline a...Kristin Calvert
The document summarizes research conducted to determine if there is a relationship between academic discipline and the types of research cited by faculty. The researcher analyzed over 12,000 citations from 370 works by Western Carolina University faculty published between 2012-2014. Chi-square tests found statistically significant relationships between academic department/field and citation type. Most citations were journal articles, followed by books. Citations tended to be recent, with over 50% from the last 5 years. The results could help the university revise its formula for allocating funds to departments for books and journals.
The document discusses different university ranking methodologies and suggests rankings should consider additional factors. The three main points are:
1) The THE, QS, and ARWU rankings mostly measure formal education factors but research shows informal learning accounts for 70-80% of learning.
2) Future rankings could provide more personalized rankings based on students' goals and consider additional factors like employment outcomes, costs, facilities instead of just research/reputation.
3) As online learning grows, differences in formal education quality between universities may decrease, so rankings should also measure universities' informal learning environments.
This document outlines a scientometric analysis of research competitiveness at the country, institution, and subject level. It discusses analyzing the research output of countries in South Asia, as well as Bangladesh and India individually. It also describes characterizing the top 100 world research institutions, analyzing the contribution and rankings of central universities and Indian Institutes of Technology in India. Finally, it discusses a fine-grained analysis of the research theme of big data. Key aspects covered include bibliographic databases used, scientometric indicators, methodology, and findings at each level of analysis.
20160303_Brief Overview of OA and IRs in Japan_Purdue MtYui Nishizono
This document provides an overview of open access and institutional repositories in Japan. It discusses the increasing number of open access papers by Japanese researchers and growth of institutional repositories in Japan supported by the National Institute of Informatics. It also outlines recent momentum and policies toward open science in Japan, including funder and institutional open access policies and guidelines on research integrity and data management. Institutional repositories are playing a role in open science by tackling research data, and library communities are conducting projects related to repository software, metadata standards, and training for research data management.
The Board of Higher Education meeting discussed aligning high school science standards and college admissions requirements. They recommended revising the admissions science requirement to include three lab-based science, technology, or engineering courses. This would align with current high school standards and recognize technology/engineering courses taken for science credit. It establishes a more aligned system between K-12, higher education, and workforce needs for science, technology, engineering, and mathematics skills.
Christine Moloney presented information on her research evaluating the effectiveness of a P-12 public school district's change to a regional organizational structure model. The presentation covered the problem being studied, research questions, literature review, methodology, coding process for data analysis, and references. Guest researchers attended to gain an understanding of the research process, identify themes in qualitative data coding, and contribute to the validity of the study's data analysis.
The document discusses the methodology used for the Times Higher Education World University Rankings from 2011-2012. It outlines the key pillars used to evaluate universities: teaching, research, international outlook, and industry income. It also provides details on the specific indicators and weightings used to measure performance in each pillar, including academic reputation surveys, citation impact, staff to student ratios, and international collaboration. Feedback from university administrators and academics is presented, both in support of and with some criticisms of the methodology.
This document provides information about the 17th International Conference on Psychology & Behavioural Sciences (ICPBS) that will take place on July 20-21, 2017 in Bangkok, Thailand. Key details include the conference venue at the Asian Institute of Technology, submission deadlines of July 17, 2017, registration fees, accommodation options, publication opportunities, and an overview of the conference organizer, the Global Psychology and Language Research Association.
“Support Programs to Increase the Number of Scientific Publications Using Bib...Yasar Tonta
This document discusses support programs in Turkey that aim to increase the number of scientific publications. It analyzes Turkey's Support Program for International Scholarly Publications, which was previously based on journal impact factors (JIFs) but now uses other metrics like Article Influence Scores. The author examines the impact of recent changes to the program's algorithms in 2013-2014 compared to pre-2012. Through analyzing a stratified sample of journals, the purpose is to understand the motives behind changes and their effects on determining the monetary support provided by TUBITAK.
This document is a curriculum vitae for Victor Sheng, who is a PhD candidate at the University of Western Ontario studying data mining, machine learning, and their applications. His research interests include cost-sensitive learning algorithms and applications in various domains. He has published over 20 papers in peer-reviewed conferences and journals. He has also taught several courses as an instructor and teaching assistant and received multiple awards and scholarships for his academic and research achievements.
The document discusses university rankings, including:
1) University rankings were invented in the US and have spread globally due to factors like globalization and the need to compare higher education institutions.
2) Rankings can help or hinder universities depending on how they are measured and weighted. Key factors include research output, faculty achievements, and student outcomes.
3) Improving rankings requires transparent and standardized criteria that account for universities' diverse missions rather than a "one-size-fits-all" approach.
The document summarizes research from the OER Research Fellows program about open educational resources. It discusses the purpose of the program, which is to encourage high-quality OER research and build researcher capacity. It provides an update that several articles have been published or accepted for publication. It then highlights research from two Fellows, Judy Orton Grissett and Huimei Delgado. Orton Grissett's research found students perceived faculty more positively when they used open textbooks. Delgado's research at Purdue University found lower withdrawal rates but similar exam performance when using free OER instead of a $121 textbook. The document ends by calling for more rigorous OER research designs.
The document describes the proposed Applied Research Centre (ARC) which would be a joint initiative between University College Dublin (UCD) and the Research Triangle Institute (RTI). ARC would leverage UCD's academic expertise and RTI's experience in applied research methods to conduct large-scale, multidisciplinary research. ARC aims to increase Ireland's capacity for complex applied research, inform policymaking, and support economic growth through job creation and skills development.
Organisational complexity as a challenge to research assessment: a case study...ORCID, Inc
The University of Oxford faces significant challenges for research assessment due to its large size, organizational complexity, and decentralized structure. It has over 5,800 academic staff across 4 divisions and 44 separate colleges. Data is scattered across different departments and systems, and collecting consistent information for research assessment takes around 2.5 years. Assigning outputs to the correct units of assessment is difficult when research spans many disciplines. Ensuring consistent quality of case studies across the university's 31 units of assessment is also a challenge. Fully capturing the university's impact, which may occur in broad fields across departments, requires comprehensive data collection. Adopting common standards like ORCIDs could help integrate data but implementing them across the university's complex structures takes significant effort
Presentation of the state of play of university autonomy in Europe in 2017 based on 4 dimensions: organisational, financial, staffing and academic autonomy.
Coding for Integration – Best practices from AustriaDaniela Wolf
Teaching coding to refugees as a measure of integration is currently gaining momentum all over the world. Since 2016, numerous coding schools have been established, for example Refugees on Rails, HackYourFuture, CodeYourFuture, refugees{code}, among others. Such initiatives are aiming higher than just filling the demands of the IT job market. They offer their participants tools as well as a community to navigate digital landscapes effectively and develop their technological fluency. Although these coding schools share similar objectives as educational institutions, their work is done by rapid and iterative testing of ideas in a way that traditional education institutions are not able to, possibly because of factors such as regulations, internal processes or mere traditions. In Austria, refugees{code} is the only coding school which offers a program specifically for refugees. Participants are offered the opportunity to dedicate themselves to coding during a time in which application for employment or university is still difficult due to several reasons. Learning to code is not only an efficient use of their time but can give them focus and structure in a period of being in a state of limbo. To evaluate the impact of such approaches, the authors pay attention to refugees{code} and share the lessons learned in teaching programming to refugees based on an empirical technique called action research. Therefore, this paper reports on three programming courses for refugees and seeks to offer practical advice for further research and the implementation of such courses into the educational system.
This document discusses challenges and opportunities for improving ICT research in Africa. It notes that while ICT is often believed to benefit learning, the empirical evidence supporting these claims is limited. Several studies have found mixed or no effects of ICT on student achievement. The document also points out threats to the quality of educational research in Africa, including pressure to publish which can compromise rigor, a lack of large-scale and longitudinal studies, and insufficient grounding of research in strong theoretical frameworks. It calls for abandoning weak research designs in favor of more robust experimental and quasi-experimental approaches grounded in theory. Strengthening research training and supervision as well as international collaboration are also recommended to advance high-quality ICT research.
This document summarizes a systematic review of theses from researchers in the Global OER Graduate Network (GO-GN). The GO-GN aims to raise the profile of open education research and support PhD students conducting research in this area. The review analyzed 50 theses from 14 countries across 10 categories related to open education, including project case studies, technical specifications, OER as a subject, policy, practitioners, developing nations, MOOCs, pedagogy, and open data/practice/access. The goal was to better understand the emerging field of open education research.
The document discusses different university ranking methodologies and suggests rankings should consider additional factors. The three main points are:
1) The THE, QS, and ARWU rankings mostly measure formal education factors but research shows informal learning accounts for 70-80% of learning.
2) Future rankings could provide more personalized rankings based on students' goals and consider additional factors like employment outcomes, costs, facilities instead of just research/reputation.
3) As online learning grows, differences in formal education quality between universities may decrease, so rankings should also measure universities' informal learning environments.
This document outlines a scientometric analysis of research competitiveness at the country, institution, and subject level. It discusses analyzing the research output of countries in South Asia, as well as Bangladesh and India individually. It also describes characterizing the top 100 world research institutions, analyzing the contribution and rankings of central universities and Indian Institutes of Technology in India. Finally, it discusses a fine-grained analysis of the research theme of big data. Key aspects covered include bibliographic databases used, scientometric indicators, methodology, and findings at each level of analysis.
20160303_Brief Overview of OA and IRs in Japan_Purdue MtYui Nishizono
This document provides an overview of open access and institutional repositories in Japan. It discusses the increasing number of open access papers by Japanese researchers and growth of institutional repositories in Japan supported by the National Institute of Informatics. It also outlines recent momentum and policies toward open science in Japan, including funder and institutional open access policies and guidelines on research integrity and data management. Institutional repositories are playing a role in open science by tackling research data, and library communities are conducting projects related to repository software, metadata standards, and training for research data management.
The Board of Higher Education meeting discussed aligning high school science standards and college admissions requirements. They recommended revising the admissions science requirement to include three lab-based science, technology, or engineering courses. This would align with current high school standards and recognize technology/engineering courses taken for science credit. It establishes a more aligned system between K-12, higher education, and workforce needs for science, technology, engineering, and mathematics skills.
Christine Moloney presented information on her research evaluating the effectiveness of a P-12 public school district's change to a regional organizational structure model. The presentation covered the problem being studied, research questions, literature review, methodology, coding process for data analysis, and references. Guest researchers attended to gain an understanding of the research process, identify themes in qualitative data coding, and contribute to the validity of the study's data analysis.
The document discusses the methodology used for the Times Higher Education World University Rankings from 2011-2012. It outlines the key pillars used to evaluate universities: teaching, research, international outlook, and industry income. It also provides details on the specific indicators and weightings used to measure performance in each pillar, including academic reputation surveys, citation impact, staff to student ratios, and international collaboration. Feedback from university administrators and academics is presented, both in support of and with some criticisms of the methodology.
This document provides information about the 17th International Conference on Psychology & Behavioural Sciences (ICPBS) that will take place on July 20-21, 2017 in Bangkok, Thailand. Key details include the conference venue at the Asian Institute of Technology, submission deadlines of July 17, 2017, registration fees, accommodation options, publication opportunities, and an overview of the conference organizer, the Global Psychology and Language Research Association.
“Support Programs to Increase the Number of Scientific Publications Using Bib...Yasar Tonta
This document discusses support programs in Turkey that aim to increase the number of scientific publications. It analyzes Turkey's Support Program for International Scholarly Publications, which was previously based on journal impact factors (JIFs) but now uses other metrics like Article Influence Scores. The author examines the impact of recent changes to the program's algorithms in 2013-2014 compared to pre-2012. Through analyzing a stratified sample of journals, the purpose is to understand the motives behind changes and their effects on determining the monetary support provided by TUBITAK.
This document is a curriculum vitae for Victor Sheng, who is a PhD candidate at the University of Western Ontario studying data mining, machine learning, and their applications. His research interests include cost-sensitive learning algorithms and applications in various domains. He has published over 20 papers in peer-reviewed conferences and journals. He has also taught several courses as an instructor and teaching assistant and received multiple awards and scholarships for his academic and research achievements.
The document discusses university rankings, including:
1) University rankings were invented in the US and have spread globally due to factors like globalization and the need to compare higher education institutions.
2) Rankings can help or hinder universities depending on how they are measured and weighted. Key factors include research output, faculty achievements, and student outcomes.
3) Improving rankings requires transparent and standardized criteria that account for universities' diverse missions rather than a "one-size-fits-all" approach.
The document summarizes research from the OER Research Fellows program about open educational resources. It discusses the purpose of the program, which is to encourage high-quality OER research and build researcher capacity. It provides an update that several articles have been published or accepted for publication. It then highlights research from two Fellows, Judy Orton Grissett and Huimei Delgado. Orton Grissett's research found students perceived faculty more positively when they used open textbooks. Delgado's research at Purdue University found lower withdrawal rates but similar exam performance when using free OER instead of a $121 textbook. The document ends by calling for more rigorous OER research designs.
The document describes the proposed Applied Research Centre (ARC) which would be a joint initiative between University College Dublin (UCD) and the Research Triangle Institute (RTI). ARC would leverage UCD's academic expertise and RTI's experience in applied research methods to conduct large-scale, multidisciplinary research. ARC aims to increase Ireland's capacity for complex applied research, inform policymaking, and support economic growth through job creation and skills development.
Organisational complexity as a challenge to research assessment: a case study...ORCID, Inc
The University of Oxford faces significant challenges for research assessment due to its large size, organizational complexity, and decentralized structure. It has over 5,800 academic staff across 4 divisions and 44 separate colleges. Data is scattered across different departments and systems, and collecting consistent information for research assessment takes around 2.5 years. Assigning outputs to the correct units of assessment is difficult when research spans many disciplines. Ensuring consistent quality of case studies across the university's 31 units of assessment is also a challenge. Fully capturing the university's impact, which may occur in broad fields across departments, requires comprehensive data collection. Adopting common standards like ORCIDs could help integrate data but implementing them across the university's complex structures takes significant effort
Presentation of the state of play of university autonomy in Europe in 2017 based on 4 dimensions: organisational, financial, staffing and academic autonomy.
Coding for Integration – Best practices from AustriaDaniela Wolf
Teaching coding to refugees as a measure of integration is currently gaining momentum all over the world. Since 2016, numerous coding schools have been established, for example Refugees on Rails, HackYourFuture, CodeYourFuture, refugees{code}, among others. Such initiatives are aiming higher than just filling the demands of the IT job market. They offer their participants tools as well as a community to navigate digital landscapes effectively and develop their technological fluency. Although these coding schools share similar objectives as educational institutions, their work is done by rapid and iterative testing of ideas in a way that traditional education institutions are not able to, possibly because of factors such as regulations, internal processes or mere traditions. In Austria, refugees{code} is the only coding school which offers a program specifically for refugees. Participants are offered the opportunity to dedicate themselves to coding during a time in which application for employment or university is still difficult due to several reasons. Learning to code is not only an efficient use of their time but can give them focus and structure in a period of being in a state of limbo. To evaluate the impact of such approaches, the authors pay attention to refugees{code} and share the lessons learned in teaching programming to refugees based on an empirical technique called action research. Therefore, this paper reports on three programming courses for refugees and seeks to offer practical advice for further research and the implementation of such courses into the educational system.
This document discusses challenges and opportunities for improving ICT research in Africa. It notes that while ICT is often believed to benefit learning, the empirical evidence supporting these claims is limited. Several studies have found mixed or no effects of ICT on student achievement. The document also points out threats to the quality of educational research in Africa, including pressure to publish which can compromise rigor, a lack of large-scale and longitudinal studies, and insufficient grounding of research in strong theoretical frameworks. It calls for abandoning weak research designs in favor of more robust experimental and quasi-experimental approaches grounded in theory. Strengthening research training and supervision as well as international collaboration are also recommended to advance high-quality ICT research.
This document summarizes a systematic review of theses from researchers in the Global OER Graduate Network (GO-GN). The GO-GN aims to raise the profile of open education research and support PhD students conducting research in this area. The review analyzed 50 theses from 14 countries across 10 categories related to open education, including project case studies, technical specifications, OER as a subject, policy, practitioners, developing nations, MOOCs, pedagogy, and open data/practice/access. The goal was to better understand the emerging field of open education research.
Observation of The Hot Research on Disruptive Science and Technology via Scie...Masatsura IGAMI
The document summarizes key insights from analyzing the Science Map 2014 using bibliometric methods. It identifies 844 research areas and groups them into categories like life sciences, environment, nanoscience, and physics. It observes expanding scientific research over time as seen by a 41% increase in research areas from 2002-2014. This is attributed to more publications and participation from countries like China. Emerging areas like graphene and iPS cells are also traced over multiple maps, showing their increasing prominence after major discoveries. The analysis of the science map provides a way to visualize hot research topics and changes in the structure of science globally over time.
本報告では、謝辞情報を用いたファンディング情報把握に向けて、Web of Science® (Science Citation Index Expanded)に収録されている日本論文について、謝辞情報の収録状況や表記バリエーションの実態をデータベース分析および事例分析を通じて把握した結果を紹介する。
具体的には、Web of Scienceに収録されている日本論文(2009年~2012年)における謝辞情報の収録状況を分野別、言語別、ジャーナル出版国別に調べた。日本論文が多く掲載されている38のジャーナルについては謝辞の記述ルールの状況を詳細に調査した。つぎに、出版年が2008~2013年の日本論文のうち、謝辞情報を含む23万論文に出現する資金配分機関等レコード約54万件について、資金配分機関等の表記バリエーションの状況を調べ、それらに対して網羅的なクリーニングを実施した。クリーニングを実施した資金配分機関等の情報を用いて試行的な分析も行った。また、これらの結果を踏まえ、謝辞情報を用いた事業やプログラムレベルの分析を可能とし、研究者への負担も軽減するための方策として、我が国で統一した課題番号(統一課題番号)を導入することを提案し、その実現に向けて想定されるロードマップを議論した。
Holistic and timely monitoring of sti system through an annual panel survey t...Masatsura IGAMI
The National Institute of Science and Technology Policy (NISTEP) expert survey on Japanese science, technology and innovation (STI) system is an annual panel survey administered to Japanese experts and researchers at universities, public research institutions, and private firms. It intends to track the status of STI in Japan through 57 questions related to Japanese STI system. The survey provides a holistic view of the STI system in timely manner and qualitative information such as diversity in basic research and usability of research funds, which is generally difficult to gauge based on research and development statistics. Owing to the originality of the data, various governmental councils and committees have referenced the survey’s results in their official documents, including planning the fifth Science and Technology Basic Plan (STBP). This paper provides an overview of the survey’s methodology and design, and discusses changes that have occurred in Japanese STI during the fourth STBP’s implementation period between 2011–2015. Finally, directions for the survey’s future development are discussed.
The document summarizes key findings from the Science Map 2014 report published by the National Institute of Science and Technology Policy in Japan. The science map identified 844 hot research areas by analyzing highly cited papers from 2009-2014. It shows the relationships and trends between these areas over time. The report analyzes differences in the research areas by country and funding organization. It finds that while Japan's coverage of areas remains steady, its weight is shifting towards larger, more competitive fields. Countries like China and Korea are expanding into new areas. The report also provides insights into how scientific research influences technological development.
Similar to Competition over research funds and junior researchers in Japanese universities: evidence from a large-scale survey to corresponding authors of scientific publications from 2004 to 2012
The Current Status of Open Access to Scholarship in Japansmine
This document summarizes the current status of open access to scholarship in Japan. It discusses the growth of institutional repositories and open access journals in Japan, reaching over 1.5 million full texts. Several major developments in open access policy are noted, including mandates from the Ministry of Education and funders like JSPS. While about half of researchers report publishing in open access journals, their understanding and opinions on open access vary, with some concerns about predatory journals. Overall, Japan has made progress in open access through a collaborative "step-by-step" approach, but further policy implementation and cultural changes may still be needed.
(Research in progress paper, presented at STI2014) Exploring the effects of ...Masatsura IGAMI
This document discusses a study exploring how the motivations behind research projects influence team composition, management, and outputs. The study analyzed survey responses from Japanese and US researchers. Results showed projects motivated by "solving specific issues" had more actively managed teams with diverse skills, while those motivated by "fundamental understandings" saw less emphasis on commercialization. This suggests policies should support different project types in consistent ways and consider multiple indicators of success beyond publications and citations.
Speakers:
Yasemin Soysal, Professor of Sociology, University of Essex
Hector Cebolla Boado, Associate Professor, Universidad Nacional de Educación a Distancia (UNED)
Dorothee Schneider, Senior Research Officer, University of Essex
This document proposes a solution to increase research output in Indian universities by making structured research a mandatory part of undergraduate studies. It suggests requiring students to work in groups with faculty guidance to produce a research paper. Top papers would be selected for publication in journals. This would expose more students to research and potentially attract some to pursue it as a career. It would also incentivize universities and faculty by linking additional grants to improved research output. Challenges around funding, infrastructure and attracting talent are addressed through public-private partnerships, targeting top schools initially, and creating incentives for researchers.
From research student to academic: thinking about and preparing for academic ...Joss Winn
Preparing for academic life (or not). See also: http://josswinn.org/2015/07/from-research-student-to-academic-thinking-about-and-preparing-for-academic-work/
Analyzing the state of science and technology in non hegemonic countries (2008)Rigas Arvanitis
This document discusses analyzing science and technology systems in non-hegemonic countries. It proposes creating a template and conducting reviews of research systems in various countries to develop a typology of different systems. The reviews would examine factors like institutions, governance, resources, outputs, and international cooperation. Challenges include assessing innovation in addition to research and the special roles of social sciences and funding mechanisms. The document advocates strategic evaluations, studying uses of research, micro-bibliometric analysis, and future surveys.
University of San Carlos' Office of Research Director Dr. Danilo B. Largo talked about upgrading the quality of research outputs of HEIs and promoting a culture of scholarship among filipino educators during C&E's Academic Publishing Forum on January 26, 2011 at C&E Information and Resource Center, Quezon City.
This document provides information for prospective graduate students about pursuing a graduate degree in life sciences. It discusses the skills and career opportunities that come with a graduate degree, including research, teaching, industry careers, and more. It provides tips for applying to graduate school, including identifying suitable supervisors and labs, drafting a strong application, and applying for funding. Overall, it encourages students to pursue graduate education if interested in a career with continual learning where they can contribute to important scientific fields.
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Competition over research funds and junior researchers in Japanese universities: evidence from a large-scale survey to corresponding authors of scientific publications from 2004 to 2012
1. Competition over research funds and
junior researchers in Japanese
universities: evidence from a large-scale
survey to corresponding authors of scientific
publications from 2004 to 2012
Masatsura IGAMI
National Institute of Science and Technology
Policy (NISTEP), Japan
2. • Japan’s presence in science is fading (Decline in various ranking).
• The higher education sector, especially national universities, in Japan
shows weak growth in R&D expenditure and the number of
researchers compared to other major countries, e.g. Germany.
2
Backgrounds
Introduction
• The management expenses grants of
national universities (block fund) were
annually reduced by 1% since 2006 for
about ten years.
• Increasing weight of competitive funds.
• The number of doctoral course entrants
has been declining ever since 2003.
https://www.natureindex.com/supplements/nature-index-2017-japan/index
Japan’s status as a science superstar is
vulnerable.
nature
INDEX 2017
JAPAN
3. • The NISTEP conducted various analyses from aspects of both inputs
(researchers, research expenditure) and outputs (scientific papers).
• Detailed information on research activities is needed for planning and
implementation of STI policies and for research management in
individual organization, especially for the design of incentive system
and resource allocation.
• Understanding of research activities in detail is also important to
avoid simplified efficiency discussion (output/input).
• Based on the above mentioned backgrounds, the NISTEP conducted
the survey aiming to get detailed information on the research
activities that produced scientific papers.
3
Purpose of this research
Introduction
Research activities
Inputs Outputs
4. • The population of the survey: Articles published from 2004 to 2012
and the corresponding author is in Japan (Web of Science XML).
• We randomly selected e-mail addresses of the corresponding authors
(31,000 authors without duplication) from the population and sent
the invitation to the survey by e-mail.
• About 20,000 e-mails arrived to the authors and we got about 11,000
responses. Response rate in the arrived e-mails is 53%. The survey
was conducted the end of 2013.
• Information collected.
– Corresponding author: Job title, employment status, …
– Characteristics of research: Stage of research, type of research, …
– Source of funds
– Composition of authors
4
Overview of the survey
Introduction
5. • In the survey, we asked respondents about the source of funds for the
research activities that resulted in the focal papers.
• Japanese funding system (Dual support system)
5
Source of funds
Source of funds
Type of research fund
Intramural funds
(excl. personnel cost)
Own fund of the institution to which the authors belong
Extramural funds
(incl. personnel cost)
External fund
from the
Japanese
(national)
government
Open-type research funds for institutions (Global COE, WPI, etc.)
Open-type
research funds
for projects
Grant-in-aid for scientific research (KAKENHI)
Health and Labour Sciences Research Grant
Japan Science and Technology Agency (JST)
New Energy and Industrial Technology Development
Organization (NEDO)
Others
Non-open-type research funds (national projects led by the government,
etc.)
External funds from Japanese prefectural governments (other than the Japanese national
government)
External funds from foreign governments (not Japan)
External funds from private enterprises
External funds from other sources (foundations, etc.)
6. 6
Percentage of the source of funds by sector
• The intramural fund and the Grants-in-Aid for Scientific Research
(KAKENHI) are two largest funds in national, private, and public
universities in Japan.
Source of funds
38%
61%
50%
62%
89%
3%
4%
38%
21%
27%
11% 3%
5%
4%
4%4%
4%
6%
5%
8%
7%
5%
6%
12%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
National universities, etc.
Private universities
Public universities
Public research institutions
Private firms
Intramural Extramural for organizations KAKENHI
MHLW JST NEDO
Private firms Other extramural
Grants-in-Aid for Scientific Research are competitive funds that are intended to significantly develop all
scientific research (research based on the free ideas of the researcher), from basic to applied research
in all fields, ranging from the humanities and the social sciences to the natural sciences.
Intramural fund
Grants-in-Aid for Scientific
Research (KAKENHI)
7. 21%
40%
32%
45%
82%
36%
35%
35%
31%
14%
15%
12%
13%
8%
4%
3%
5%
15%
8%
10%
10%
3%
7%
3%
5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
National universities, etc.
Private universities
Public universities
Public research institutions
Private firms
01_Only intramural 02_Intramural+Extramural(1)
03_Intramural+Extramural(2) 04_Intramural+Extramural(3 or more)
05_Only extramural(1) 06_Only extramural(2)
07_Only extramural(3 or more) 7
Combination of the source of funds by sector
• The percentage of research only used the intramural fund is the largest
(82%) in the private firms, followed by public research institutions (45%),
private universities (40%), public universities (32%), and national
universities (21%).
Source of funds
+
8. • In 2012, there were 771 universities in Japan, 179 of them had more
than 0.05% scientific paper share in Japan.
8
Categorization of universities with scientific paper
share in Japan
● Group 1(5%~) 4
● Group 2(1%~5%) 13
● Group 3(0.5%~1%) 27
● Group 4(0.05%~0.5%) 135
179
Tohoku University
University of Tokyo
Kyoto University
Osaka University
Source of funds
National
Public
(local gov.)
Private
Group 1 4 0 0
Group 2 10 0 3
Group 3 18 4 5
Group 4 36 15 84
9. • The percentage of the research activities that only used the intramural
funds decreased in 2010-2012 compared with that in 2004-2006 in all
university groups.
9
Combination of the source of funds by university
group (time series)
Source of funds
3%
22%
27%
36%
39%
34%
36%
38%
35%
40%
16%
14%
15%
12%
9%
4%
4%
4%
4%
20%
15%
11%
8%
8%
11%
7%
4%
4%
3%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
01_Only intramural
02_Intramural+Extramural(1)
03_Intramural+Extramural(2)
04_Intramural+Extramural(3 or more)
05_Only extramural(1)
06_Only extramural(2)
07_Only extramural(3 or more)
16%
13%
11%
25%
20%
20%
29%
28%
23%
40%
33%
34%
38%
34%
29%
40%
37%
32%
39%
36%
40%
36%
36%
32%
14%
15%
17%
13%
14%
17%
14%
16%
14%
10%
14%
13%
3%
4%
4%
3%
5%
4%
5%
5%
3%
3%
6%
19%
20%
22%
12%
16%
17%
11%
9%
12%
7%
9%
10%
9%
12%
11%
5%
7%
8%
4%
3%
5%
3%
5%
5%
4%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
2004_2006
2007_2009
2010_2012
2004_2006
2007_2009
2010_2012
2004_2006
2007_2009
2010_2012
2004_2006
2007_2009
2010_2012
Group1Group2Group3Group4
+
10. 0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
2004_2006 2007_2009 2010_2012
10
Scientific papers by the source of funds
Source of funds
+3,022
Only Extramural
+1,970
Intramural + Extramural (2 or more)
-3,188
Intramural + Extramural (1)
-6,095
Only intramural
• Decline of the number of scientific papers that used only intramural fund
is the largest and it likely main cause of the stagnation of the number of
papers from Japan.
Note: The result of population estimation using the results of the survey.
+2,205
Corresponding authors who are
located in abroad.
+
11. • In the survey, we asked respondents about job title, affiliated sector, and
employment status of all authors.
• Not about individual author, but the number of authors that fits in the
specific category, e.g., university-professor.
11
Composition of authors
Composition of authors
Junior researchers
Professor or equivalents
Associate professor or equivalents
Assistant professor or equivalents
Lecturer or equivalents
Research assistant and technician
Others
Postdoctoral fellow
PhD student
Bachelor/master's student
Job title
Senior class researchers
12. 27%
46%
34%
59%
89%
19%
21%
19%
5%
3%
22%
15%
22%
5%
8%
5%
8%
9%
6%
7%
23%
6%
3%
3%
7%
3%
6%
4%
3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
National universities, etc.
Private universities
Public universities
Public research institutions
Private firms
No junior researchers (Only senior class) SC+Bachelor/master's students
SC+PhD students SC+Bachelor/master's students +PhD students
SC+Postdocs SC+Postdocs+Bachelor/master's students
SC+Postdocs+PhD students SC+Junior researchers(All types)
Only junior researchers
12
Combination of job titles of authors by sector
Composition of authors
Junior researchers are participating in the majority of research activities
in universities in Japan. The participation of the postdoctoral fellows is
the highest in the public research institute.
Note: Junior researchers: Bachelor/master's students, PhD students, and postdoctoral fellows. “SC” means senior class
researcher.
+
14. • Degree of the participation of junior researchers also varies depending
on the field of science.
14
Participation of junior researchers by the field of
science
Composition of authors
0%
20%
40%
60%
80%
100%
Chemistry
Environment/Ecology
SpaceScience
Immunology
MolecularBiology&…
Biology&…
AgriculturalSciences
Microbiology
Plant&Animal…
MaterialsScience
Physics
Total
Pharmacology&…
Geosciences
Engineering
Neuroscience&…
ClinicalMedicine
ComputerScience
Psychiatry/Psychology
Mathematics
Participationratio
Postdocs PhD students Bachelor/master's students Junior researchers
Note: Results of national universities, private universities, and public universities.
15. • Combining the information obtained from the survey and the citation
information of the focal paper, we analyzed how research activities
correlates to the citations.
• In the following discussion, we used the percentage of top 10% highly
cited papers in all papers, hereafter we call it "Q-value," as a proxy of
the quality of the focal papers.
• Top 10% highly cited papers are determined by field and publication
year.
15
Citations and research activities
Citations and research activities
16. • The observation shows that the number of extramural funds correlate to
the “Q-value,” the understanding of casual relation would help policy
making and management people.
16
“Q-value” of the focal papers by combination of the
source of funds
Note: “Q-value” is the percentage of top 10% highly cited papers in all papers. Results of universities and PRIs.
Citations and research activities
Extramural funds improved quality
of research and resulted in the
high impact outputs
Researchers who can produce high
impact outputs got more
extramural funds
Combination of the source of funds Q-value
Weight in Top
10% highly cited
papers
01_Only intramural 3.4% 16.7%
02_Intramural+Extramural(1) 5.3% 32.3%
03_Intramural+Extramural(2) 7.0% 15.8%
04_Intramural+Extramural(3 or more) 9.2% 5.8%
05_Only extramural(1) 7.7% 16.7%
06_Only extramural(2) 9.3% 9.0%
07_Only extramural(3 or more) 14.4% 3.8%
Total 5.8% 100.0%
17. Participation of junior researchers Q-value
Weight in Top
10% highly cited
papers
No junior researchers (Only senior class) 4.9% 30.4%
With junior researchers 6.3% 69.6%
SC+Junior researchers (All types) 8.5% 2.7%
SC+Postdocs 8.4% 15.2%
SC+Postdocs+PhD students 7.9% 8.0%
Only junior researchers 6.3% 0.6%
SC+Postdocs+Bachelor/master's students 6.1% 2.9%
SC+PhD students 6.1% 19.6%
SC+Bachelor/master's students+PhD students 5.9% 6.9%
SC+Bachelor/master's students 4.5% 13.7%
Total 5.8% 100.0%
• “Q-value” of the focal papers is higher in research teams with junior
researchers compared with research teams without junior researchers.
• “Q-value” also depends on the type of junior researchers participated in
the research team.
17
“Q-value” of the focal papers by
composition of authors
Citations and research activities
Note: “SC” means senior class researcher. “Q-value” is the percentage of top 10% highly cited papers in all papers.
Results of universities and PRIs.
18. • From this survey, understanding of the process connecting inputs and
outputs in Japanese S&T system has advanced.
• In particular, this research revealed the fact that funds and teams
used for research activities differed among university groups and the
composition of funds and teams has been changing over time.
• Junior researchers play crucial role. Therefore, how to attract and
train junior researchers are crucial to preserve and strengthen
research capability both in Japanese universities and research
communities.
• The usage of competitive funds correlates with the “Q-value” of the
focal papers.
18
Summary
Summary
19. • However, there is a compensation between the quality and the
volume of scientific papers at national level.
• This effect is especially remarkable in the country like Japan where
the volume of the R&D expenditures shows moderate growth and the
balance of block fund and competitive fund has been changing.
• Considering the increasing dependence on competitive funds, how to
preserve continuity of research, especially start-up of research, is
important.
• In addition to this, difference in resource indicates the optimal
research management differs depending on the circumstance of
university.
19
Summary, cont.
Summary
20. • In the future, a more dynamic analysis of research activities is
necessary.
• Is there optimal balance between intramural and extramural funds?
• How changes in the source of funds affect the behavior of
researchers, resulting in changes in research activities in Japan.
• Research funding sources and research diversity.
• Understanding the influence of various policies on researcher’s
behavior.
• Distribution mechanism of research fund (individual, institution,
research community) and management of university.
• ...
20
Future works
Summary
22. 22
Framework of the survey
Bibliographic information of the focal
papers
• Percentile of citation counts [top 10% highly
cited]
Citations counts as of the end of 2015 were
used. It takes time until citation counts
stabilize.
Database analyses
based on the Web of Science
Information about research activities
that produced the focal papers
• Corresponding author: Job title,
employment status, …
• Characteristics of research: Stage of
research, type of research, …
• Source of funds
• Composition of authors
Survey to corresponding authors
Focal papers
(Publication year 2004 - 2012)
Web of Science XML
(SCIE, As of the end of
2015)
Introduction
23. • The intramural funds and the KAKENHI are two major sources of funds in
all groups. The percentage of the extramural funds is higher in the
university groups with smaller publication share.
23
Percentage of the source of funds by university
group
Source of funds
28%
40%
47%
56%
58%
4%
3%
3%
45%
38%
32%
24%
26%
7%
4%
4%
5%
5%
7%
6%
5%
7%
7%
6%
6%
5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Group 1
Group 2
Group 3
Group 4
Other group
Intramural Extramural for organizations KAKENHI
MHLW JST NEDO
Private firms Other extramural
Intramural fund
Grants-in-Aid for Scientific
Research (KAKENHI)
24. • The percentage of research activities that only used the extramural funds
is higher in the university groups with larger publication share.
• About half of research activities used both of intramural and extramural
funds in all university groups.
24
Combination of the source of funds by university
group
Source of funds
13%
22%
27%
36%
39%
34%
36%
38%
35%
40%
16%
14%
15%
12%
9%
4%
4%
4%
4%
20%
15%
11%
8%
8%
11%
7%
4%
4%
3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Group 1
Group 2
Group 3
Group 4
Other group
01_Only intramural 02_Intramural+Extramural(1)
03_Intramural+Extramural(2) 04_Intramural+Extramural(3 or more)
05_Only extramural(1) 06_Only extramural(2)
07_Only extramural(3 or more)
+
25. • “Unknown because the intramural fund was allocated to group” has
been decreasing and “Intramural fund was not allocated because of the
contract” has been increasing over time in all job titles.
25
Allocation of the intramural funds by job title
Allocation of the intramural funds
Note: We asked about the amount of intramural funds and the job title in 2000, 2005, and 2013 to respondents who
were affiliated in university at that time.
30%
35%
41%
39%
48%
56%
47%
53%
63%
46%
50%
57%
5%
7%
10%
7%
7%
9%
6%
5%
7%
7%
8%
10%
65%
58%
49%
55%
44%
35%
47%
42%
29%
47%
42%
33%
0% 20% 40% 60% 80% 100%
2000
2005
2013
2000
2005
2013
2000
2005
2013
2000
2005
2013
Group1Group2Group3Group4
Intramural fund was allocated
Intramural fund was not allocated because of the contract
Unknown because the intramural fund was allocated to group
• The percentage of “Intramural
fund was allocated” declined by
5 points in lecturers and
increased by 10 points in
associate professors in about 10
years.
65%
67%
67%
51%
52%
54%
33%
31%
28%
20%
23%
30%
3%
5%
4%
8%
9%
12%
21%
11%
15%
19%
33%
30%
27%
47%
44%
38%
58%
56%
51%
68%
62%
51%
0% 20% 40% 60% 80% 100%
2000
2005
2013
2000
2005
2013
2000
2005
2013
2000
2005
2013
Professors
Associate
professorsLecturers
Assistant
professors
Intramural fund was allocated
Intramural fund was not allocated because of the contract
Unknown because the intramural fund was allocated to group
26. 26
Amount of intramural funds by job title
(time series)
Note: We asked about the amount of intramural funds and the job title in 2000, 2005, and 2013 to respondents who
were affiliated in university at that time. 1 EUR = 130 JPY
• Median amount of research expense covered by the intramural funds
declined in almost all job classes. Professors of the national university
received about 8,000 euros in 2013 from the intramural funds.
(a) Amount of intramural funds in each fiscal year (Universities)
Median (Euro) 2000 2005 2013
Professor class 13,800 10,800 7,700
Associate professor class 7,700 6,200 4,600
Lecturer class 3,800 4,600 4,600
Assistant professor class 3,800 3,100 3,500
All class 7,700 7,700 6,200
(b) Amount of intramural funds in each fiscal year (National universities)
Median (Euro) 2000 2005 2013
Professor class 11,500 9,200 7,700
Associate professor class 6,900 6,200 4,600
Lecturer class 3,800 3,800 4,200
Assistant professor class 3,800 3,100 3,200
All class 7,700 6,900 6,200
Allocation of the intramural funds
27. 27
Combination of job titles of authors by university group
Composition of authors
• The percentage of research teams with junior researchers is around 70%
in the university groups 1, 2, and 3. The composition of junior
researchers is different by university group.
Note: Junior researchers: Bachelor/master's students, PhD students, and postdoctoral fellows. “SC” means senior class
researcher.
27%
25%
29%
41%
50%
16%
19%
23%
21%
21%
23%
26%
20%
17%
16%
8%
8%
10%
6%
5%
10%
8%
7%
7%
5%
3%
4%
3%
3%
9%
7%
6%
4%
4%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Group 1
Group 2
Group 3
Group 4
Other group
No junior researchers (Only senior class) SC+Bachelor/master's students
SC+PhD students SC+Bachelor/master's students +PhD students
SC+Postdocs SC+Postdocs+Bachelor/master's students
SC+Postdocs+PhD students SC+Junior researchers(All types)
Only junior researchers
+