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Rethinking the Relationships between Teaching and Research

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Title: Rethinking the Relationships between Teaching and Research


1
Rethinking the Relationships between Teaching and
Research
  • Dr Kelly Coate
  • CELT
  • National University of Ireland, Galway

2
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3
  • If teaching and research are as inseparable as
    many participants
  • claimed, the lack of explicit strategies to
    promote this synergy is
  • interesting. The discussions with heads of
    department and other
  • managers of staff time indicated that, on a
    managerial level, it is
  • more convenient for teaching and research to be
    treated as
  • distinct activities. On an intellectual level,
    however, academic
  • managers would rather perceive the two to be
    synergistic.

4
Integrated Research and teaching are not
distinct, considerable overlap (if not
identical) Positive Research has a positive
influence on teaching Teaching has a positive
influence on research Independent Research and
teaching independent of each other (neutral
relationship) Negative Research has a negative
impact on teaching Teaching has a negative
impact on research
5
Sea-change in UK HE
  • The abolishment of the binary divide in 1992
  • Not a level-playing field
  • The White Paper in 2003
  • Institutional Diversity (research, teaching,
    Widening Participation, Business Outreach)
  • Possibility of market failure

6
A Loss of Status for Teaching
  • Concentration of research funding
  • Promotion policies that favour research
  • World league tables

7
New Public Management
  • The UK is the frontrunner in New Public
    Management in Europe
  • Management of HE has gone from regulated
    autonomy to institutionalized distrust (Deem,
    Hillyard and Reed 2007)

8
NPM agendas
  • Accountability
  • Audit
  • Transparency
  • Answerability
  • Efficiency
  • Value-for-money
  • Performance-based Funding

9
Workload Management Model
  • Indirectly funded activities e.g. scholarship
  • (up to .25 FTE)
  • Directly funded activities e.g. teaching and
    research (up to .95 FTE)
  • Unfunded activities e.g. development and service
    (up to .05 FTE)

10
Marketised Models
  • From democratic accountability to market
    accountability (Grummell, Devine and Lynch 2009)
  • Distorting side effects of performance-based
    funding
  • E.g. the RAE 2008 report on Education noted a
    move from book to journal publishing (and HE
    research pedestrian)

11
Greedy Institutions and Hungry Ghosts
  • I want this, I need this, I
  • have to have this. This is
  • the realm of intense craving
  • . . . The torture of the
  • hungry ghost is not so much
  • the frustration of not being
  • able to get what he wants,
  • rather it is his clinging to
  • those things he mistakenly
  • thinks will bring satisfaction
  • (www.buddhamind.info)

12
Excellence in Research
  • Internationally recognized
  • Attractive to funding bodies
  • Appreciated by external stakeholders
  • Oriented towards specialized, postgraduate
    programmes
  • Entrepreneurially inclined
  • Multidisciplinary

13
However. . .
  • The academic does not produce best performance
    to order (Aitken, quoted in Shattock 2007)
  • One of the striking things about people who
    basically only are good at teaching is that they
    dont see research as work (HoD quoted in
    Rowland 2000)

14
Redefining Collegiality
  • Participative management structures are
    prioritized in top-ranking universities
  • Collegiality as a hallmark of successful
    universities?

15
The Modern University
16
Public Scholarship
Entrepreneurship
17
The Triple Helix
  • Government Industry University
  • The MIT/Stanford Models
  • Institutionalizing the start-up process with a
    focus on regional development
  • (Etzkowitz 2007)

18
Public Scholarship
  • A new conceptualization and practice of
    knowledge
  • called public scholarship is emerging . . .
    Rooted in
  • service and service learning traditions, public
  • scholarship incorporates several educational
    practices,
  • such as volunteerism, experiential learning,
    civic
  • engagement, and reflection. And it does more.
    Public
  • scholarship is the application of scholarship . .
    . to the
  • civic, cultural, artistic, social, economic, and
  • educational needs of the community.
  • (Cohen and Yappa 2003)

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20
Undergraduate
Postgraduate
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22
Regional
International
23
International Students in Ireland
  • Country Universities Ind.College IoT
  • USA 3776 554 71
  • ChinaHK 1299 1448 808
  • UK 1643 20 299
  • France 830 129 562
  • Germany 997 32 397
  • Spain 922 151 320
  • Malaysia 1165 113 10
  • Italy 788 381 82
  • India 283 699 103
  • Poland 258 104 154
  • Canada 491 6 2
  • Pakistan 55 384 55
  • Nigeria 205 104 149

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Mode 1
Mode 2
26
Mode 1 and Mode 2
  • Mode 1 knowledge
  • Academic knowledge rooted in disciplines
  • Mode 2 knowledge
  • Created within real-world contexts and
    applications
  • (Gibbons, M. et al 1994)
  • The key criterion of knowledge is no longer is
    it true but what use is it?
  • (Lyotard, J-F. 1984)

27
Slow
Fast
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Pulled in Other Directions?
Slow Public Scholarship Undergraduate Regional Mod
e 1
Fast Entrepreneurial Postgraduate International Mo
de 2
31
Image Credit
  • Heinrich Damm, Wikimedia

32
References
  • Cohen, J. and Yapa, L. (2003) A Blueprint for
    Public Scholarship at Penn State. Pennsylvania
    State University.
  • Deem, R., Hillyard, S. and Reed, M. (2007)
    Knowledge, Higher Education and the New
    Managerialism. Oxford Oxford University Press.
  • Etzkowitz, H. (2007) The University as Crucible
    of Enterprise The MIT/Stanford Model. In de
    Burgh, H., Fazackerley, A. and Black, J. (Eds)
    Can the Prizes Still Glitter? Buckingham
    University of Buckingham Press.
  • Gibbons, M. et al (1994) The New Production of
    Knowledge. London Sage.
  • Grummell, B., Devine, D. and Lynch, K. (2009) The
    care-less manager gender, care and new
    managerialism in higher education. Gender and
    Education 21(2) 191-208.
  • Lyotard, J-F. (1984) The Postmodern Condition A
    Report on Knowledge. Manchester Manchester
    University Press.
  • Rowland, S. (2000) The Enquiring University
    Teacher. Buckingham Open University Press
  • Shattock, M. (2007) The Management of
    Universities Managerialism and Management
    Effectiveness. In de Burgh, H., Fazackerley, A.
    and Black, J. (Eds) Can the Prizes Still Glitter?
    Buckingham University of Buckingham Press.
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