Scientific leadership and research evaluation: the case of chemistry university departments in Spain

Abstract

Research evaluation practices are institutionalised and are therefore part of the academic culture in the Spanish research system. (Cañibano et al. 2018). The Spanish National Agency for the Evaluation of Quality and Accreditation establishes the criteria in all fields for obtaining a positive research evaluation to achieve individual career milestones (promotions, accreditations or economic rewards). Recently, the criteria have changed and incorporated new dimensions such as proven scientific leadership (RD 415/2015). According to the Agency, leadership isdemonstrated by being the principal investigator of a grant project. The criterion applies to all disciplines, having potential different effects and results according with disciplinary epistemic practices (Gläser et al. 2018). We explore the case of chemistry, in which achieving independence is particularly difficult, understanding independence as ¿being individually free to choose and pursue one¿s own research agenda and being trusted to manage the pattern of one¿s own working life and priorities¿ (Henkel 2005:169). We address whether leadership as understood by evaluators is compatible with ¿dependency¿ in academic careers in chemistry. We use data from 23 in-depth narrative interviews conducted in two chemistry university departments in Spain. Interviewees stated that demonstrating leadership often involves starting an independent career. Nonetheless, this is difficult. The narratives show how the pressure exerted by the evaluation system to demonstrate leadership contrasts with the epistemic characteristics of the field and its inter-dependent structures (Whitley 2003), which has an impact in the development of individual careers.