Rethinking the Relationships between Teaching and Research

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Rethinking the Relationships between Teaching and
Research

• Dr Kelly Coate
• CELT
• National University of Ireland, Galway

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• 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.

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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
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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

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A Loss of Status for Teaching

• Concentration of research funding
• Promotion policies that favour research
• World league tables

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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)

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NPM agendas

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

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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)

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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)

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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)

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Excellence in Research

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

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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)

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Redefining Collegiality

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

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The Modern University
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Public Scholarship
Entrepreneurship
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The Triple Helix

• Government Industry University
• The MIT/Stanford Models
• Institutionalizing the start-up process with a
  focus on regional development
• (Etzkowitz 2007)

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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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Undergraduate
Postgraduate
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Regional
International
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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
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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)

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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
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Image Credit

• Heinrich Damm, Wikimedia

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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.