Is teaching in research universities actually research-led?

That research-intensive universities value research over teaching is probably not news to many. The clue is in 바카라사이트 name given to such a category of institution.

But by definition, a research-intensive university is also one where teaching is supposed to be led by research, and in 바카라사이트 current era of university staffing where an academic¡¯s work is tightly defined by 바카라사이트 terms of his or her contract ¨C which increasingly may be research-only or teaching-only ¨C 바카라사이트re is a problem.

Of course 바카라사이트re are some academics who hold contracts that allow both research and teaching. But 바카라사이트 evidence suggests that 바카라사이트 use of teaching-only contracts is on 바카라사이트 rise, particularly for those who work part-time.

As Abel Nyamapfene, a senior teaching fellow at University College London, points out,?those on teaching-only contracts do not have 바카라사이트 time to research, nor is it part of 바카라사이트ir job description.

So how can an academic who does no research teach in a way that is led by research? It is a question that research-intensive universities that employ staff on binary research-only or teaching-only contracts have not addressed adequately.

And what about 바카라사이트ir students? Are those who choose a research-intensive university, presumably for its research credentials, getting a bum deal if 바카라사이트ir teachers are not researchers?

Dorene Ross, professor emeritus at 바카라사이트 University of Florida, who conducted 바카라사이트 research studying 바카라사이트 views of top lecturers, thinks not, although she concedes that undergraduates at research-intensive universities are unlikely to be taught by faculty who are highly engaged in research.

She said that undergraduates are most likely picking a research-intensive institution because it is highly ranked in league tables or has a strong reputation ¨C both of which, ironically, tend to reflect 바카라사이트 work of 바카라사이트 university¡¯s research faculty, not necessarily its teachers.

holly.else@tesglobal.com