Hostname: page-component-848d4c4894-jbqgn Total loading time: 0 Render date: 2024-06-27T02:23:02.788Z Has data issue: false hasContentIssue false
  • English
  • Français

Pardon my French: On superfluous journal rankings, incentives, and impacts on industrial-organizational psychology publication practices in French business schools

Published online by Cambridge University Press:  11 November 2020

Mehmet A. Orhan Open the ORCID record for Mehmet A. Orhan [Opens in a new window]
Mehmet A. Orhan*
Affiliation:
Associate Professor of Organizational Behavior, Department of Management and Strategy, PSB Paris School of Business, France Affiliate Professor of Organizational Psychology, Department of Psychology, Faculty of Arts, Charles University in Prague, Czech Republic
*
Corresponding author. Email: ma.orhan@psbedu.paris
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 13 , Issue 3 , September 2020 , pp. 295 - 306
Copyright
© The Author(s), 2020. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology.

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aguinis, H., Bradley, K. J., & Brodersen, A. (2014). Industrial–organizational psychologists in business schools: Brain drain or eye opener? Industrial and Organizational Psychology: Perspectives on Science and Practice, 7(3), 284–303.CrossRefGoogle Scholar
Aguinis, H., Cummings, C., Ramani, R. S., & Cummings, T. G. (2020). “An A is an A”: The new bottom line for valuing academic research. Academy of Management Perspectives, 34(1), 135–154.CrossRefGoogle Scholar
Anseel, F., Carette, B., Lang, J. W. B., & Lievens, F. (2014). The move to business schools: How is industrial-organizational psychology holding up in Europe? Industrial and Organizational Psychology: Perspectives on Science and Practice, 7 (3), 365–370.10.1111/iops.12164CrossRefGoogle Scholar
Archambault, É., & Larivière, V. (2009). History of the journal impact factor: Contingencies and consequences. Scientometrics, 79(3), 635–649.CrossRefGoogle Scholar
Blanchard, M. (2009). From “Ecoles supérieures de commerce” to “management schools”: Transformations and continuity in French business schools. European Journal of Education, 44(4), 586–604.CrossRefGoogle Scholar
Brembs, B. (2018). Prestigious science journals struggle to reach even average reliability. Frontiers in Human Neuroscience, 12, 37.CrossRefGoogle ScholarPubMed
Brembs, B., Button, K., & Munafo, M. (2013). Deep impact: Unintended consequences of journal rank. Frontiers in Human Neuroscience, 7, Article 291.10.3389/fnhum.2013.00291CrossRefGoogle ScholarPubMed
Carton, G., Dameron, S., & Durand, T. (2018). Higher education in management: The case of France. In Dameron, S. & Duran, T. (Eds.), The future of management education (pp. 261–296). Palgrave Macmillan.10.1057/978-1-137-56104-6_12CrossRefGoogle Scholar
Dubois, S., & Walsh, I. (2017). The globalization of research highlighted through the research networks of management education institutions: The case of French business schools. M@n@gement, 20(5), 435–462.10.3917/mana.205.0435CrossRefGoogle Scholar
Edwards, M. A., & Roy, S. (2017). Academic research in the 21st century: Maintaining scientific integrity in a climate of perverse incentives and hypercompetition. Environmental Engineering Science, 34(1), 51–61.10.1089/ees.2016.0223CrossRefGoogle Scholar
Highhouse, S., Zickar, M. J., & Melick, S. R. (2020). Prestige and relevance of the scholarly journals: Impressions of SIOP members. Industrial and Organizational Psychology: Perspectives on Science and Practice, 13(3), 273–290.Google Scholar
Ioannidis, J. P., & Boyack, K. W. (2020). Citation metrics for appraising scientists: misuse, gaming and proper use. Medical Journal of Australia. Advance online publication. doi: 10.5694/mja2.0493 CrossRefGoogle ScholarPubMed
Jenkins, G. D., Mitra, A., Gupta, N., & Shaw, J. D. (1998). Are financial incentives related to performance? A meta-analytic review of empirical research. Journal of Applied Psychology, 83, 777–787.CrossRefGoogle Scholar
Judge, T. A. (2003). Marginalizing the Journal of Applied Psychology? The Industrial Organizational Psychologist, 40, 56–59.Google Scholar
Kaplan, A. (2014). European management and European business schools: Insights from the history of business schools. European Management Journal, 32(4), 529–534.10.1016/j.emj.2014.03.006CrossRefGoogle Scholar
Kumar, R., & Usunier, J. C. (2001). Management education in a globalizing world: Lessons from the French experience. Management Education, 32(3), 363–391.Google Scholar
Lichy, J., & Pon, K. (2015). For better or for worse: The changing life of academic staff in French business schools. Journal of Management Development, 34(5), 536–552.CrossRefGoogle Scholar
McLuhan, M. (1964). Understanding media: The extensions of man. New York: McGraw Hill.Google Scholar
Nosek, B. A., Alter, G., Banks, G. C., Borsboom, D., Bowman, S. D., Breckler, S. J., Buck, S., Chambers, C. D., Chin, G., Christensen, G., Contestabile, M., Dafoe, A., Eich, E., Freese, J., Glennerster, R., Goroff, D., Green, D. P., Hesse, B., Humphreys, J., … Yarkoni, T. (2015). Promoting an open research culture. Science, 26, 1422–1425.10.1126/science.aab2374CrossRefGoogle Scholar
Open Science Collaboration. (2012). An open, large-scale, collaborative effort to estimate the reproducibility of psychological science. Perspectives on Psychological Science, 7, 657–660.CrossRefGoogle Scholar
Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349(6251), aac4716. doi: 10.1126/science.aac4716 Google Scholar
Ryan, A. M., & Ford, J. K. (2010). Organizational psychology and the tipping point of professional identity. Industrial and Organizational Psychology, 3, 241–258.Google Scholar
Thietart, R. A. (2009). The research challenge of French business schools: The case of the Grandes Ecoles. Journal of Management Development, 28(8), 711–717.10.1108/02621710910985487CrossRefGoogle Scholar
Thomas, L., Billsberry, J., Ambrosini, V., & Barton, H. (2014). Convergence and divergence dynamics in British and French business schools: How will the pressure for accreditation influence these dynamics? British Journal of Management, 25, 305–319.CrossRefGoogle Scholar
White, J. B., Miles, M. P., & Lavernier, W. (2009). AACSB International and the management of its brand: Implications for the future. Journal of Management Development, 28, 407–413.10.1108/02621710910955949CrossRefGoogle Scholar
Willmott, H. (2011). Journal list fetishism and the perversion of scholarship: Reactivity and the ABS list. Organization, 18(4), 429–442.10.1177/1350508411403532CrossRefGoogle Scholar
Zickar, M. J., & Highhouse, S. (2017). Where has all the psychology gone (twenty years later)? Industrial and Organizational Psychology, 10, 616–621.10.1017/iop.2017.66CrossRefGoogle Scholar