This paper explores the way by which universities create meaning of digitized performance measures on research quality and their effects on university scholars’ actions. Drawing on pragmatic constructivism, we scrutinize the epistemic methods by which the digitized performance measures of research quality are handled and used in the governance of research activities in two disciplinary fields in two university settings (Denmark and Italy) and their implications for constructing scholarly research practices. The analysis elucidates exemplars of two epistemic methods of building meaning of and using digitized performance measures: one reflective and interactive, and one authoritative and mechanical. The latter constrains the researchers’ scholarly reasoning and communication and, hence, infringes upon the scholarly fundamentals of university practices. The paper concludes that if the issues of misconceptions of research quality related to the transitions from analog to digital language are neglected, the digital transformation results in dysfunctional human and social practices.

中文翻译：

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大学研究的数字：使用数字化绩效衡量的认知方法及其对研究实践的影响

本文探讨了大学如何创造数字化绩效指标对研究质量的意义及其对大学学者行为的影响。借鉴实用主义建构主义，我们仔细研究了研究质量的数字化绩效衡量方法在两所大学（丹麦和意大利）的两个学科领域的研究活动治理中的处理和使用及其对构建学术研究实践的影响。该分析阐明了构建数字化绩效衡量的意义和使用数字化绩效衡量的两种认知方法的范例：一种是反思性和互动性的，一种是权威性和机械性的。后者限制了研究人员的学术推理和交流，因此侵犯了大学实践的学术基础。该论文的结论是，如果忽视与从模拟语言向数字语言过渡相关的研究质量误解问题，数字化转型将导致人类和社会实践功能失调。