| Figures | ||
| Fig. 1.1. | Talent Management Value Chain for the Public Sector. | 10 |
| Fig. 2.1. | Population with Tertiary Education, 25- to 34-Year-Olds (%), Selected Countries, 1987–2020. | 25 |
| Fig. 2.2. | Population with Tertiary Education, 25- to 34-Year-Olds (Spheres)/55- to 64-Year-Olds (Diamonds) (%), Selected Countries, 2020. | 26 |
| Fig. 3.1. | Recognition and Rewards as an Integral Approach to Implement Open Science to Improve Working Together Towards a Better World. | 42 |
| Fig. 3.2. | Link Between AMO Model and Harvard Model. | 47 |
| Fig. 4.1. | TRIPLE Model for Recognition and Rewards, Utrecht University. | 59 |
| Fig. 4.2. | Various Aspects of the Research Workflow That Could Be Considered in Assessment to Focus on Process Rather Than Outcomes. | 61 |
| Fig. 4.3. | Why JIF Should Not Be Used to Assess Individual Researchers (Plomp et al., 2021). | 64 |
| Fig. 4.4. | Why h-Index Should Not Be Used to Assess Individual Researchers (Plomp et al., 2021). | 64 |
| Fig. 4.5. | I Am Not My h-Index (or My JIFs) (Curry, 2018). | 65 |
| Fig. 6.1. | The Three Career Types and Their Interrelations (Gläser & Laudel, 2015, p. 18). | 104 |
| Fig. 8.1. | Number of Women and Men Across Different Positions (and Job Levels). | 144 |
| Fig. 8.2. | Salary Differences Women–Man Per Job Level. | 145 |
| Fig. 8.3. | Hierarchy of Responsibilities to Prevent Salary Inequality in Universities. | 155 |
| Fig. 1.1. | Talent Management Value Chain for the Public Sector. | 10 |
| Fig. 2.1. | Population with Tertiary Education, 25- to 34-Year-Olds (%), Selected Countries, 1987–2020. | 25 |
| Fig. 2.2. | Population with Tertiary Education, 25- to 34-Year-Olds (Spheres)/55- to 64-Year-Olds (Diamonds) (%), Selected Countries, 2020. | 26 |
| Fig. 3.1. | Recognition and Rewards as an Integral Approach to Implement Open Science to Improve Working Together Towards a Better World. | 42 |
| Fig. 3.2. | Link Between AMO Model and Harvard Model. | 47 |
| Fig. 4.1. | TRIPLE Model for Recognition and Rewards, Utrecht University. | 59 |
| Fig. 4.2. | Various Aspects of the Research Workflow That Could Be Considered in Assessment to Focus on Process Rather Than Outcomes. | 61 |
| Fig. 4.3. | Why JIF Should Not Be Used to Assess Individual Researchers (Plomp et al., 2021). | 64 |
| Fig. 4.4. | Why h-Index Should Not Be Used to Assess Individual Researchers (Plomp et al., 2021). | 64 |
| Fig. 4.5. | I Am Not My h-Index (or My JIFs) (Curry, 2018). | 65 |
| Fig. 6.1. | The Three Career Types and Their Interrelations (Gläser & Laudel, 2015, p. 18). | 104 |
| Fig. 8.1. | Number of Women and Men Across Different Positions (and Job Levels). | 144 |
| Fig. 8.2. | Salary Differences Women–Man Per Job Level. | 145 |
| Fig. 8.3. | Hierarchy of Responsibilities to Prevent Salary Inequality in Universities. | 155 |
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