Functional Harmony in Higher Education.

Tim McLernon, David Hughes

    Research output: Contribution to journalArticle

    Abstract

    This paper addresses the congruence of teaching and research in Higher Education. It highlights the conflict between research and teaching in Universities in the UK and discusses sources of this conflict such as funding, policy and impact on staff. The paper is based on the personal views, longstanding observation and experience of two academics working in two contrasting Universities, within the discipline area of the Built Environment. It also takes into account the views of a small sample of undergraduate students from the two different Universities; one an established redbrick University and one a ‘new’ University (formerly a Polytechnic). The survey suggests that, unlike the ‘Higher Education system’ students place little value on the research focus within a Department and are primarily concerned with teaching and the exchange value of the degree.The paper shows that institutions place a high priority on research and that research receives a much higher profile amongst the academic community whilst teaching is regarded as the poor relation. However undergraduate students, who are the major source of institutional funding, regard teaching as the prime function of a University and place less importance on research. The authors argue that for industry and commerce to thrive, graduates are required with the requisite knowledge, and a range of transferable and vocational skills. It is recognised that research is essential for advancing industrial development, but not at the expense of teaching. Research does not necessarily benefit the undergraduate student or enhance the teaching experience. The paper suggests that students are being short changed by the current university system and that there is some need for re-focusing the core objectives of UK Universities.
    LanguageEnglish
    Pages5-20
    JournalCEBE Transactions (online journal)
    Volume2
    Issue number3
    Publication statusPublished - Dec 2005

    Fingerprint

    higher education
    teaching
    Teaching
    student
    education
    conflict research
    funding policy
    university system
    industrial development
    research focus
    commerce
    education system
    experience
    funding
    graduate
    staff
    industry
    community

    Keywords

    • HE
    • Teaching and Research
    • Research.

    Cite this

    McLernon, T., & Hughes, D. (2005). Functional Harmony in Higher Education. 2(3), 5-20.
    McLernon, Tim ; Hughes, David. / Functional Harmony in Higher Education. 2005 ; Vol. 2, No. 3. pp. 5-20.
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    abstract = "This paper addresses the congruence of teaching and research in Higher Education. It highlights the conflict between research and teaching in Universities in the UK and discusses sources of this conflict such as funding, policy and impact on staff. The paper is based on the personal views, longstanding observation and experience of two academics working in two contrasting Universities, within the discipline area of the Built Environment. It also takes into account the views of a small sample of undergraduate students from the two different Universities; one an established redbrick University and one a ‘new’ University (formerly a Polytechnic). The survey suggests that, unlike the ‘Higher Education system’ students place little value on the research focus within a Department and are primarily concerned with teaching and the exchange value of the degree.The paper shows that institutions place a high priority on research and that research receives a much higher profile amongst the academic community whilst teaching is regarded as the poor relation. However undergraduate students, who are the major source of institutional funding, regard teaching as the prime function of a University and place less importance on research. The authors argue that for industry and commerce to thrive, graduates are required with the requisite knowledge, and a range of transferable and vocational skills. It is recognised that research is essential for advancing industrial development, but not at the expense of teaching. Research does not necessarily benefit the undergraduate student or enhance the teaching experience. The paper suggests that students are being short changed by the current university system and that there is some need for re-focusing the core objectives of UK Universities.",
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    note = "Reference text: APESMA (2004) ‘Association of Professional Engineers, Scientists and Managers – Australia, (www.apesma.asn.au; downloaded June, 2004); Barnett, Ronald (1990), The Idea of Higher Education, The Society for Research into Higher Education & Open University Press, Buckingham. Boyer, E.L. (1990) Scholarship Reconsidered: Priorities of the Professoriate. New Jersey, The Carnegie Foundation for the Advancement of Teaching. Brew, A. and Boud, D. (1995) Teaching and research: establishing the vital link with learning. Higher Education. 29(3), 261-273 Court, Stephen (1999), Negotiating the Research Imperative: The Views of UK Academics on their Career Opportunities, Higher Education Quarterly Vol. 53, No 1, 65-87. Department for Education and Skills (DfES) (2003), The Future of Higher Education Government White Paper, January. London HMSO Elton, Lewis (2000), The UK Research Assessment Exercise: Unintended Consequences, Higher Education Quarterly 54(3), 274-283. Gray, H.L. and Hoy, C.H. (1989) University Development: The Balance Between Research and Teaching. Higher Education Review, 22(1), 35-46. Higher Education Funding Council for England (HEFCE) (2004/23), Funding Higher Education in England – How HEFEC allocates its funds. Bristol, HEFCE. Higher Education Quality Council (HEQC) (1995a), The Graduate Standards Programme: Interim Report, London, HEQC. Higher Education Quality Council (HEQC) (1995b), What are Graduates? Clarifying the Attributes of ‘Graduateness’ London, HEQC Her Majesty’s Stationery Office (HMSO)(2003) Lambert Review of Business-University Collaboration December. London, HMSO. Jenkins A.J., and Zetter R. (2003) Linking research and teaching in departments, York LTSN Generic Centre. Jenkins, A.J., Blackman, T., Lindsay, R.O., Paton-Saltzberg, R., (1998), Teaching and research; student perceptions and policy implications, Studies in Higher Education, 23(2) 127-141. J.M. Consulting (2000), Interactions between research, teaching, and other academic activities, Report for HEFCE, Bristol. Lindsay, R., Breen, R., Jenkins, A., (2002), Academic research and teaching quality: the views of undergraduate and postgraduate students, Studies in Higher Education, 27(3), 309-327. LTSN, (2003) Linking Teaching and Research in the Disciplines http://www.brookes.ac.uk/genericlink/about.htm Marsh, H.W and Hattie, J. (2002), The relation between research productivity and teaching effectiveness – Complementary, Antagonistic or independent constructs? Journal of Higher Education, 73 (5), 603 McNay, I (1997a) The Impact of the 1992 RAE on Institutional and Individual Behaviour in English Higher Education: the evidence from a research project. HEFCE ref M 5/97. McNay, I (1997b) The Impact of the 1992 RAE on Institutional and Individual Behaviour in English Higher Education. HEFCE ref M6/97. Neumann, R. (1993) Research and scholarship: perceptions of senior academic administrators. Higher Education, 25(2), 97-110 Pratt, John (1999), Policy and policymaking in the unification of higher education. Journal of Education Policy Vol 14, (3), 257-269. Project LINK, (2005) http://www.brookes.ac.uk/schools/planning/LTRC/! Zamorski, B., (2000), Research led teaching and learning in Higher Education. Norwich: Centre for Applied Research and Education.",
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    McLernon, T & Hughes, D 2005, 'Functional Harmony in Higher Education.', vol. 2, no. 3, pp. 5-20.

    Functional Harmony in Higher Education. / McLernon, Tim; Hughes, David.

    Vol. 2, No. 3, 12.2005, p. 5-20.

    Research output: Contribution to journalArticle

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    McLernon T, Hughes D. Functional Harmony in Higher Education. 2005 Dec;2(3):5-20.