Does the COVID-19 Pandemic Affect Excellence in Academic Research? a Study of Science and Engineering Faculty Members in China.

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Higher Education Policy Pub Date : 2023-05-30 DOI:10.1057/s41307-023-00313-4

Xi Yang, Tingsong Li

引用次数: 1

Abstract

Research excellence is one of the key missions of universities and an important engine for socio-economic development. However, the outbreak of COVID-19 has affected academic research in many ways. This study examines the impact of the COVID-19 pandemic on the research performance of science and engineering faculty members in China's top research universities. It is found that the pandemic caused a decline in the numbers and quality of published articles, and the effects persisted over time. The negative effect of the pandemic on research excellence was more pronounced in the older faculty groups and departments of science. In addition, the pandemic has harmed international research collaborations among academics, which is likely to obstruct research excellence in the long run. In the end, this paper proposes several policy recommendations to reinvigorate universities' capacity for research innovation in the post-pandemic era.

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新冠肺炎大流行是否影响学术研究的卓越性？中国理工学院成员研究。

卓越研究是大学的主要使命之一，也是社会经济发展的重要引擎。然而，新冠肺炎的爆发在许多方面影响了学术研究。本研究考察了新冠肺炎大流行对中国顶尖研究型大学理工系教师研究绩效的影响。研究发现，疫情导致发表文章的数量和质量下降，而且这种影响会随着时间的推移而持续。疫情对卓越研究的负面影响在年长的教师群体和科学系更为明显。此外，疫情损害了学术界的国际研究合作，从长远来看，这可能会阻碍卓越的研究。最后，本文提出了几项政策建议，以重振大学在后疫情时代的研究创新能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

6.20%

发文量

期刊介绍： Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.