A solid base for decisions

To gain insight into the use of the VSNU research quality evaluations (since 1993) in the practice of research and of institutional management in Dutch universities, interviews were held in eight cases evaluated in the first year of this procedure. The main conclusions are that use of these research evaluations is universal, both ‘instrumentally’ (in decisions directly based on the judgements) and ‘incrementally’ (in decision-making processes not directly linked to the evaluation). Underlying this is ‘conceptual use’: an important change in deans’ and rectors’ views of their role in managing research, which they now can realise, because the VSNU research evaluations give them, for the first time, solidly legitimate arguments on which to base strategic decisions. Next to use, other effects can be discerned within universities, pointing to a growing dependency of researchers on managers, necessitating amongst others ever more consciously strategic publication behaviour. Whether quality of research improves in this way, cannot be answered here, but certainly it is more difficult for academics not to engage in research. Introduction: research and evaluation Ever since science1 became a social activity in the seventeenth century, evaluations of research outcomes have played a role in the control of what was accepted as valid knowledge and in the distribution of scarce resources: first of all reputation, but also awards and – increasingly – money. At first, this was practically completely a matter of inter-collegial or peers, control. Especially since the Second World War governments started to realise the essential role of scientific development for the national capacity, in military and economic terms. In recent decades this trend was strengthened by the tremendous growth of higher education systems, leading – in Europe more than in the United States – to ever higher governmental expenditures for the university system. But apparently a ceiling of public expenditure was hit in the 1980s in this respect in many European countries: governments no longer were prepared to expand their outlays for teaching and research in higher education unconditionally – or not at all (Van Vught 1995). For this reason, and for other reasons such as the growing desire for transparency of government expenditure and effectiveness in all areas of policy