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Ali and colleagues estimate the effect of faculty scholarly activity on the distribution of federal government research grants. Although faculties with more publications and citations have a higher propensity to win research grants, institutional level characteristics (e.g., private vs. public) yield differences between scholars that are otherwise similar in their individual research outputs.
In his doctoral dissertation, Christopher Fox Troilo uses Academic Analytics data in an exploration into whether the resources of institutions of higher education can be optimized. He examines the use of financial resources, physical resources, and human capital across institutions to uncover why some institutions are home to greater scholarly activity than others.
Interdisciplinary research is increasingly important – and increasingly well-funded. In their paper, Miao and colleagues incorporate Academic Analytics data in an exploration of gender differences in interdisciplinary research. They find that men and women are equally likely to engage in interdisciplinary reserach, but in differing numbers depending on the discipline of the researcher.
Murray and colleagues present their study combining publicly available teacher evaluation data with Academic Analytics scholarly activity data. Their results reveal gender differences; women with the highest teaching evaluations also have the lowest research activity. Male professors have the highest ratings across all broad disciplinary areas, but the male/female gap varies across discipline.
In a large-scale analysis based on Academic Analytics data, Murray and colleagues confirm that women receive less research funding than men. However, this discrepancy is field-specific; in the humanities and social sciences women win the same – or more – funding as men, but in the STEM disciplines the opposite trend was found. The discrepancy is even greater among academically younger scholars.