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‘Big history’ for big science? Critical review of history of CERN
A. Hermann, J. Krige, U. Mersits and D. Pestre with L. Weiss, history of CERN, volume II, building and running the laboratory, 1954–65. north holland, amsterdam/oxford/new york/Tokyo, 1990, 900pp, price $154
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Abstract
This paper presents the results of an evaluation of the national research system in Morocco. The exercise focuses on the period 1997–2006 and includes a comparison with South Africa, Egypt, Nigeria, Tunisia, Algeria, Portugal and Greece. Ratings of highly ranked researchers are developed on the basis of their number of publications, number of citations and also their ‘h-index’ (or Hirsch index). Finally, we examine the empirical model set by Glänzel that related the h-index to the number of publications and the mean citation rate per paper for these ‘upper-class’ researchers. The use of this model confirms that the h-index is likely to reflect the importance and the quality of the scientific output of a given researcher.
Abstract
What factors influence the relationship between the academic research and the knowledge- transfer activities of academics, in particular in ‘catch-up’ countries like South Korea? To address this research question, after first conducting a critical review of existing theoretical and empirical studies, we put forward a conceptual framework based on the twin concepts of ‘synergy’ and ‘separation’ modes, together with a number of accompanying hypotheses. These hypotheses, along with others that emerged from subsequent interviews, are then tested using various statistical models. After taking into account the specific characteristics of scientific communities in rapidly catching-up counties such as Korea, we find that not only are individual characteristics (such as the gender, age, discipline, and patenting activity) of academics significantly related to the generation of a ‘synergy mode’ (i.e. a positive relationship between academic research and knowledge-transfer activities) among academics, but so too are a number of contextual characteristics (e.g. laboratory size and type of university).
