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dc.contributor.authorBenade, Len_NZ
dc.contributor.authorDevine, Nen_NZ
dc.contributor.authorTeschers, Cen_NZ
dc.date.accessioned2021-11-09T23:58:30Z
dc.date.available2021-11-09T23:58:30Z
dc.date.copyright2021-08-11en_NZ
dc.identifier.citationTeachers’ Work, 18(1), 1-4. https://doi.org/10.24135/teacherswork.v18i1.324
dc.identifier.issn1176-6662en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/14646
dc.description.abstractOver the last 18 years successive governments have tried various schemes to reward and encourage good research, without actually conducting much research into the effectiveness of the rewards and discouragements inherent in their schemes. Universities have been very quick to analyse where the weaknesses in the successive formats gave them opportunities to promote their stronger players, and hide their weaker ones, to the point where the focus of universities seems to have become playing the rules, rather than actually supporting good research.
dc.publisherSchool of Education, Auckland University of Technology
dc.relation.urihttps://ojs.aut.ac.nz/teachers-work/article/view/324
dc.rightsCopyright (c) 2021 Teachers' Work. This work is licensed under a Creative Commons Attribution 4.0 International License.
dc.titlePBRF Changes: Encouraging On-Going Fiddling with the Rules While the Academy Burns?en_NZ
dc.typeOther form of assessable output
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.24135/teacherswork.v18i1.324en_NZ
aut.relation.endpage4
aut.relation.issue1en_NZ
aut.relation.pages4
aut.relation.startpage1
aut.relation.volume18en_NZ
pubs.elements-id438685


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