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dc.contributor.authorBenade, Len_NZ
dc.contributor.authorDevine, Nen_NZ
dc.contributor.authorTeschers, Cen_NZ
dc.date.accessioned2021-11-25T03:06:59Z
dc.date.available2021-11-25T03:06:59Z
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/10292/14726
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.rightsThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge and dissemination of ideas.
dc.titlePBRF Changes – Encouraging On-Going Fiddling With the Rules While the Academy Burnsen_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-id440469


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