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Research productivity has become one of the main indicators used by higher education institutions (HEIs) as well as the country to support their innovation capability. This study purposely describes the research productivity among ASEAN countries, which is considered to be the world's current economic hotspot. By using SciVal database to examine the literature over the last 10 years, we describe productivity, citation impact, and economic impact metrics. The findings indicate that Singapore is superior in terms of publication quality (citation) and patents while Malaysia is leading in terms of the number of scientific research. Interestingly, Indonesia's scientific publication growth has the highest percentage. Furthermore, Engineering & Technology and Life Sciences & Medicine are the two major contributors to ASEAN research productivity. These subjects could be the major locomotives for ASEAN countries to use to sustain their competitiveness if the leaders can transform it into successful commercialization.

ABSTRACT
Research in accounting education has evolved to include, among other areas, research relevance, faculty research productivity, and the use of journal lists. These topics offer new areas for research, including investigating the benefits and risks of relevant/irrelevant research, how effectively faculty research is evaluated, the potential consequences of using journal lists, and much more. Although these areas have significant and wide-ranging effects on faculty, much more empirical data are needed to inform decision making. This paper highlights these issues and makes suggestions for additional research to help the academy make better decisions by using data-driven research findings.

This article presents data from the evaluation of a multicomponent intervention to change the research productivity at 1 of the 50 largest universities in the country. The components include development of a more adequate information exchange system, a systematic approach to securing funds, grants seminars, indirect cost returns, unplanned research expenditures, and other support activities. The creation and maintenance of a positive culture for research, especially as pertinent to schools of social work, is emphasized.

ABSTRACT
Increasing attention to faculty research productivity suggests a need for reliable benchmarks, which the literature has provided. We add to this literature by providing alternative benchmarks based on records of 5,607 accounting doctoral graduates from 1971–2005. We measure research productivity in four ways: (1) unadjusted number of published articles in the Best 3, Best 13, Best 24, and Best 40 journals, (2) published articles adjusted for journal quality scores, (3) published articles adjusted for coauthorship, and (4) published articles adjusted for both journal quality and coauthorship. We find evidence that average publication productivity of accounting faculty per year has steadily increased over the 35 years under study. We present benchmark measures based on faculty productivity in four sets of journals both from 1971–2005 and for each year of 2001–2005. The former shows that a significant proportion of doctoral graduates have never published in any of the 40 journals studied. The latter shows nine years of productivity in the most recent years. These data can be useful as a benchmark for promotion and tenure decisions. We also present productivity percentiles as another benchmark, followed by research productivity of the top 10 most productive faculty (based on the most conservative measure of published articles adjusted for both journal quality and coauthorship) from 1971–2005 as yet another benchmark.
Additional analysis indicates very high correlations between productivity measures. This evidence indicates that productive researchers rank high regardless of the productivity measure used to evaluate them. Finally, multivariate tests reveal effects for gender (male faculty generally scoring higher than female faculty), school of affiliation (faculty at doctoral granting institutions as significantly more productive than their counterparts at nondoctoral schools), professorial rank (professors scoring higher than those in administrative and other roles), and teaching years since doctorate (those with 10 years or less of service since doctoral year being more productive than those with 11 years or more).
The benchmarks identified in the study can help with tenure, promotion, merit pay, appointment and renewal of chaired professorships, and other resource allocation decisions.