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180616 ||| eng |
| 100 |
1 |
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|a Burke, Lisa A.
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| 245 |
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|a What factors influence peer ratings of faculty research performance in the United States?
|h Elektronische Ressource
|c Lisa A., Burke and Karen, James
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| 260 |
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|a Paris
|b OECD Publishing
|c 2010
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| 300 |
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|a 18 p.
|c 16 x 23cm
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| 653 |
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|a Education
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| 653 |
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|a United States
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| 700 |
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|a James, Karen
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b OECD
|a OECD Books and Papers
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| 028 |
5 |
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|a 10.1787/hemp-22-5km990dt339n
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| 773 |
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|t Higher Education Management and Policy
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| 856 |
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/hemp-22-5km990dt339n
|x Verlag
|3 Volltext
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| 082 |
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|a 370
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|a Peers play a significant role in assessing faculty members' performance and in determining others' career outcomes, such as tenure and promotion. However, the literature is fairly silent on how faculty members formulate their impressions of others' performance. As part of a larger study, this paper explores factors that significantly correlate with peer ratings of research performance and the reliability of peer ratings. Using a random sample of 236 faculty members from a wide range of accredited business schools in the United States, the authors conducted a web-based survey of faculty in business management to examine the predictors of peer ratings of research performance. Implications for research and practice are discussed
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