References
- Abramo, G., & D’Angelo, C. A. (2014). How do you define and measure research productivity? Scientometrics, 101(2), 1129–1144. https://doi.org/10.1007/s11192-014-1269-8
- Ali, A. M., & Kunugi, H. (2020). COVID-19: A pandemic that threatens physical and mental health by promoting physical inactivity. Sports Medicine and Health Science, 2(4), 221–223. https://doi.org/10.1016/j.smhs.2020.11.006
- Alsharef, A., Banerjee, S., Uddin, S., Albert, A., & Jaselskis, E. (2021). Early impacts of the COVID-19 pandemic on the United States construction industry. International Journal of Environmental Research and Public Health, 18(4), 1559. https://doi.org/10.3390/ijerph18041559
- Amano-Patiño, N., Faraglia, E., Giannitsarou, C., & Hasna, Z. (2020). Who is doing new research in the time of COVID-19? Not the female economists. In Galiani, S & Panizz, U Publishing and Measuring Success in Economics, London, CEPR Press, 13. https://www.joserobertoafonso.com.br/wp-content/uploads/2020/10/Publishing_in_Economics.pdf#page=146
- Arntz, M., Yahmed, S. B., & Berlingieri, F. (2020). Working from Home and COVID-19: The chances and risks for gender gaps. Intereconomics, 55(6), 381–386. https://doi.org/10.1007/s10272-020-0938-5
- Ataguba, J. E. (2020). COVID-19 Pandemic, a war to be won: Understanding its economic implications for Africa. Applied Health Economics and Health Policy, 18(3), 325–328. https://doi.org/10.1007/s40258-020-00580-x
- Bottanelli, F., Cadot, B., Campelo, F., Curran, S., Davidson, P. M., Dey, G., Raote, I., Straube, A., & Swaffer, M. P. (2020). Science during lockdown–from virtual seminars to sustainable online communities. Journal of Cell Science, 133(15), 1–5. https://doi.org/10.1242/jcs.249607
- Carr-Hill, R. (2020). Inequalities in access to higher education in Africa: How large are they? Do they mirror the situation in the metropole 60 years ago? International Journal of Educational Development, 72(c), 102122. https://doi.org/10.1016/j.ijedudev.2019.102122
- Chen, Y., Gupta, A., & Hoshower, L. (2006). Factors that motivate business faculty to conduct research: An expectancy theory analysis. Journal of Education for Business, 81(4), 179–189. https://doi.org/10.3200/JOEB.81.4.179-189
- Collins, C. (2020). Productivity in a pandemic. American Association for the Advancement of Science.
- Cui, R., Ding, H., & Zhu, F. (2020). Gender inequality in research productivity during the COVID-19 pandemic. Manufacturing & Service Operations Management, 24(2), 707–726. https://doi.org/10.1287/msom.2021.0991.
- de Almeida, A. M. F., Ernica, M., & Knobel, M. (2020). Building Research Capacity and Training. In Yudkevich, M, Philip G. A, & Hans de Wit, eds. Trends and Issues in Doctoral Education: A Global Perspective, 389. India, SAGE Publishing India.https://books.google.co.uk/books?hl=en&lr=&id=ihfqDwAAQBAJ&oi=fnd&pg=PT272&dq=Building+Research+Capacity+and+Training.+Trends+and+Issues+in+Doctoral+Education:+A+Global+Perspective&ots=z3v9VRBn5F&sig=UHdP7ZXW9sTFJFjWWlb5vU9IEaw#v=onepage&q=Building%20Research%20Capacity%20and%20Training.%20Trends%20and%20Issues%20in%20Doctoral%20Education%3A%20A%20Global%20Perspective&f=false
- Di Mauro, F., & Syverson, C. (2020). The COVID crisis and productivity growth. VoxEU.org. https://voxeu.org/article/covid-crisis-and-productivity-growth
- Diamond, R., & Byrd, E. (2020). Standing up for health–improving mental wellbeing during COVID-19 isolation by reducing sedentary behaviour. Journal of Affective Disorders, 277, 232–234. https://doi.org/10.1016/j.jad.2020.07.137
- Eaton, H. 2020. Science in Lockdown: The effects of COVID-19 on research and researchers: Scientists from across the world share their experiences of lockdown. https://royalsociety.org/blog/2020/05/science-in-lockdown-part-one/
- Etheridge, B., Tang, L., & Wang, Y. (2020). Worker productivity during lockdown and working from home: Evidence from self-reports. ISER (Institute for Social and Economic Research, University of Essex) Working Paper Series, No. 2020-12. Covid Economics, 52, 118–151. https://www.iser.essex.ac.uk/research/publications/working-papers/iser/2020-12.pdf
- Fox, M. F., & Faver, C. A. (1984). Independence and cooperation in research: The motivations and costs of collaboration. The Journal of Higher Education, 55(3), 347–359. https://doi.org/10.2307/1981888
- Harriet, T., Poku, K., & Emmanuel, A. K. (2013). An assessment of traffic congestion and its effect on productivity in urban Ghana. International Journal of Business and Social Science, 4(3), 225–234. https://ijbssnet.com/journals/Vol_4_No_3_March_2013/25.pdf
- Hedding, D. W., Greve, M., Breetzke, G. D., Nel, W., & Van Vuuren, B. J. (2020). COVID-19 and the academe in South Africa: Not business as usual. South African Journal of Science, 116(7–8), 1–3. https://doi.org/10.17159/sajs.2020/8298
- Jappelli, T., Nappi, C. A., & Torrini, R. (2017). Gender effects in research evaluation. Research Policy, 46(5), 911–924. https://doi.org/10.1016/j.respol.2017.03.002
- King, M. M., & Frederickson, M. E. (2021). The Pandemic Penalty: The gendered effects of COVID-19 on scientific productivity. Socius, 7, 23780231211006977. https://doi.org/10.1177/23780231211006977
- Lall, S. V., Henderson, J. V., & Venables, A. J. (2017). Africa’s cities: Opening doors to the world. World Bank Publications.
- Lockwood, P., Jordan, C. H., Kunda, Z., Cui, R., Ding, H., & Zhu, F. (2002). Motivation by positive or negative role models: Regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, 83(4), 854. https://doi.org/10.1037/0022-3514.83.4.854
- Makoni, M. (2020). COVID-19 in Africa: Half a year later. The Lancet Infectious Diseases, 20(10), 1127. https://doi.org/10.1016/S1473-3099(20)30708-8
- Mama, A. (2003). Restore, reform but do not transform: The gender politics of higher education in Africa. Journal of Higher Education in Africa/Revue de l’enseignement supérieur en Afrique, 1(1), 101–125. https://www.jstor.org/stable/24486116
- Mantikayan, J. M., & Abdulgani, M. A. (2018). Factors affecting faculty research productivity: Conclusions from a critical review of the literature. JPAIR Multidisciplinary Research, 31(1), 1–21. https://doi.org/10.7719/jpair.v31i1.561
- Mugo, K., Wachira, M., & Odera, N. (2021). Reflections on the Impact of COVID-19 on Africa’s higher education and research sector. ACCORD. https://www.accord.org.za/analysis/reflections-on-the-impact-of-covid-19-on-africas-higher-education-and-research-sector/
- Myers, K. R., Tham, W. Y., Yin, Y., Cohodes, N., Thursby, J. G., Thursby, M. C., Schiffer, P., Walsh, J. T., Lakhani, K. R., & Wang, D. (2020). Unequal effects of the COVID-19 pandemic on scientists. Nature Human Behaviour, 4(9), 880–883. https://doi.org/10.1038/s41562-020-0921-y
- Nchinda, T. C. (2002). Research capacity strengthening in the South. Social Science & Medicine, 54(11), 1699–1711. https://doi.org/10.1016/S0277-9536(01)00338-0
- Office for National Statistics. (2021). Homeworking hours, rewards and opportunities in the UK: 2011 to 2020. https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/labourproductivity/articles/homeworkinghoursrewardsandopportunitiesintheuk2011to2020/2021-04-19#characteristics-and-location-of-homeworkers
- Paolini, M., & Vivarelli, F. (2021). RE: Simultaneous global lockdown to defeat COVID 19 pandemic. Science. https://www.science.org/do/10.1126/comment.756773/full/
- Remmel, A. (2021). Scientists want virtual meetings to stay after the COVID pandemic. Nature, 591(7849), 185–186. https://doi.org/10.1038/d41586-021-00513-1
- Sankoh, O., Sevalie, S., & Weston, M. (2018). Mental health in Africa. The Lancet Global Health, 6(9), e954–e955. https://doi.org/10.1016/S2214-109X(18)30303-6
- Sawyerr, A. (2004). African universities and the challenge of research capacity development. Journal of Higher Education in Africa/Revue de l’enseignement supérieur en Afrique, 2(1), 213–242. https://www.jstor.org/stable/24486132
- Scherbina, A. (2021). Assessing the Optimality of a COVID Lockdown in the United States. Economics of Disasters and Climate Change, 5, 177–201. https://doi.org/10.1007/s41885-021-00083-6
- Statista (2021). Number of coronavirus (COVID-19) deaths in the African continent as of May 19, 2021, by country. https://www.statista.com/statistics/1170530/coronavirus-deaths-in-africa/
- Sun, H., Dickens, B. L., Cook, A. R., & Clapham, H. E. (2020). Importations of COVID-19 into African countries and risk of onward spread. BMC Infectious Diseases, 20(1), 1–13. https://doi.org/10.1186/s12879-020-05323-w
- UNESCO. (2015). UNESCO science report: towards 2030. https://unesdoc.unesco.org/ark:/48223/pf0000235406
- van Schalkwyk, F. (2020). Reflections on the public university sector and the covid-19 pandemic in South Africa. Studies in Higher Education, 46(1), 44–58. https://doi.org/10.1080/03075079.2020.1859682
- World Health Organisation. (2020). Listings of WHO’s response to COVID-19. https://www.who.int/news/item/29-06-2020-covidtimeline
- Yildirim, T. M., & Eslen‐Ziya, H. (2021). The differential impact of COVID‐19 on the work conditions of women and men academics during the lockdown. Gender, Work, and Organization, 28(S1), 243–249. https://doi.org/10.1111/gwao.12529