Suchergebnisse

Virtually all studies on scientific productivity and gender find that men publish more than women. Several investigations indicate that women with children are more productive than childless women, which in turn has been the basis for claiming that women's lower productivity cannot be due to maternal responsibilities. This Note suggests that comparisons between women with children, and those without, can be misleading. When children's age is introduced as a variable, child care turns out to be a critical factor for productivity. While women with children less than ten years of age are considerably less productive than their male counterparts, women with all their children older than this are as productive as men in the same family situation and academic position.

Data drawn from a structured questionnaire administered to tenured academics (N not specified) at Norwegian Us are used to investigate differences in international publishing patterns between the natural & social sciences, & among various social science disciplines. It is concluded that social scientists publish less internationally because: (1) they tend to study phenomena that have a specific geographic & social context; (2) social scientists may have poorer publishing possibilities in international (English-language) journals; & (3) the reward system in social science publishing may be less motivating than in the natural & medical sciences. International orientation or reputation is not considered a prerequisite for being rewarded within the social sciences. 6 Tables, 18 References. Modified AA

Large differences in scientific productivity between male and female researchers have not yet been explained satisfactorily. This study finds that child care and lack of research collaboration are the two factors that cause significant gender differences in scientific publishing. Women with young children and women who do not collaborate in research with other scientists are clearly less productive than both their male and female colleagues.

In Norway the Research Councils' Committee on R&D statistics has analysed public R&D funding every year since 1970. From 1991 the entire analysis has been performed by the Institute for Studies in Research and Higher Education. Within NORDFORSK1 the Nordic countries started their discussions on this topic back in 1972. Guidelines for Government R&D appropriations were published in 1983.2 Norway has also participated actively in international cooperation inside the OECD. Here, of course, the work with the Frascati Manual is central.

The aim of the evaluation was to provide a description of the status of PhD education in Norway, following the implementation of the PhD degree in 2003. Moreover, the evaluation was to give an assessment of the performance of the PhD education system in terms of its quality, efficiency and relevance, and provide recommendations to the government and the higher education institutions about how to improve PhD education in Norway. The evaluation is of the overall system of PhD education, and does not seek to evaluate individual higher education institutions or PhD programmes.