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ERIC Number: EJ1321663
Record Type: Journal
Publication Date: 2022-Jan
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-2029
EISSN: N/A
The Corona-Eye: Exploring the Risks of COVID-19 on Fair Assessments of Impact for REF2021
Derrick, Gemma E.; Bayley, Julie
Research Evaluation, v31 n1 p93-103 Jan 2022
This article assesses the risk of two COVID-19-related changes necessary for the expert review of the REF2021's Impact criterion: the move from face to face (F2F) to virtual deliberation; and the changing research landscape caused by the COVID-19 crisis requiring an extension of deadlines, and accommodation of COVID-19-related mitigation. Peer review in its basic form requires expert debate, where dissenting opinions and non-verbal cues are absorbed into a group deliberative practice and therefore inform outcomes. With a move to deliberations in virtual settings, the most likely current outcome for REF2021 evaluations, the extent that negotiation dynamics necessary in F2F evaluations are diminished and how this limits panellists' ability to sensitively assess COVID-19 mitigation statements is questioned. This article explores the nature of, and associated capabilities to undertake, complex decision-making in virtual settings around the Impact criterion as well the consequences of COVID-19 on normal Impact trajectories. It examines the risks these changes present for evaluation of the Impact criterion and provides recommendations to offset these risks to enhance discussion and safeguard the legitimacy of evaluation outcomes. This article is also relevant for evaluation processes of academic criteria that require both a shift to virtual, and/or guidance of how to sensitively assess the effect of COVID-19 on narratives of individual, group or organizational performance.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A