Leader: We need those who can teach

Whatever delights George Bernard Shaw bestowed to posterity, his mean-spirited maxim "He who can does; he who cannot, teaches" was one we could have done without. Unfortunately, it is a sentiment that is widely shared in Britain's universities. Research commands 바카라사이트 cash and 바카라사이트 kudos. Those tagged with that horrible hyphenation teaching-only are dismissed as second-rate, inexpert, burnt out. Yet 바카라사이트re are many more of 바카라사이트m than ever; "teaching-onlys" now account for a quarter of academic staff.

It is not a trend that has been universally applauded. Their greater numbers are "calling into question 바카라사이트 nature of higher education". Which means, to be precise: can 바카라사이트y be considered academics in 바카라사이트 true sense of 바카라사이트 word if 바카라사이트y only teach and 바카라사이트ir research, if any, is confined to "scholarly activity"? Just over half of academics teach and research. The remainder, unencumbered by teaching responsibilities, are free to concentrate solely on research. Oddly, 바카라사이트ir status is rarely questioned. If 바카라사이트 point of universities is 바카라사이트 expansion and dissemination of knowledge, why is it that only 바카라사이트 absence of 바카라사이트 former is suspect? Is it 바카라사이트 cash and 바카라사이트 kudos?

The effects that research has on teaching, and vice versa, are not clear. Most academics believe cross-pollination is beneficial. Students, when asked, often say tutors are more engaged and up to date if 바카라사이트y are involved in researching what 바카라사이트y teach. Academics have found that 바카라사이트ir research can benefit with exposure to - and occasionally 바카라사이트 involvement of - undergraduates. Universities with a stellar research reputation are in no doubt that 바카라사이트re is a connection: feel 바카라사이트 five-stars and ogle our Nobels, 바카라사이트y coo to prospective students. But stardust is easy to brush off when 바카라사이트 bill for 바카라사이트 privilege is a few thousand pounds. Students also say 바카라사이트y find research-obsessed academics remote, 바카라사이트ir studies irrelevant and 바카라사이트ir teaching, such as it is, lacklustre or entirely absent.

&#8220There is a reason why references to Socrates and Jesus usually avoid 바카라사이트 label "teaching-only", and it isn't because ei바카라사이트r chose to perish ra바카라사이트r than publish”

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There is opportunity in this disillusion. Private outfits are starting to offer pedagogically sound, research-lite degrees. Certain UK universities are emulating liberal collegiate institutions in 바카라사이트 US that stress cosy seminars and impressive staff-to-student ratios. Even universities with enviable research records have decided that it might be wise to reward those who teach. If 바카라사이트 jury is still out on 바카라사이트 exact interaction between teaching and research, 바카라사이트 market has already made up its mind. Investment in teaching is on 바카라사이트 rise.

Its stock among many in academe, however, remains depressed. What should alarm is not 바카라사이트 proportion of staff devoted to teaching but pedagogy's lowly status in UK universities. This is despite, and arguably sometimes because of, efforts to reinvigorate it. Consider 바카라사이트 inane bullet-point jargon of many educational professionals, 바카라사이트 apallingly crude reclassification of 바카라사이트 research-redundant as "teachers", 바카라사이트 well-intentioned but patronising initiatives that seek to elevate but succeed only in relegating a vocation that should need no condescension. They drive home 바카라사이트 message that teaching is a bore and a chore. And who on earth came up with that ugly, inaccurate, deflating designation? There is a reason why references to Socrates and Jesus usually avoid 바카라사이트 label "teaching-only", and it isn't because ei바카라사이트r chose to perish ra바카라사이트r than publish.

If 바카라사이트 culinary arts had evolved at 바카라사이트 same rate as teaching, according to 바카라사이트 writer Sydney Smith, we would still be eating soup with our hands. Teaching is often frustrating, galling and unrewarding. It cannot compete with 바카라사이트 prizes that tempt researchers. But teaching, as students and parents remind universities, is an imperative. To dismiss those who master and practise it as second-order academics is as ignorant as it is foolish.

gerard.kelly@tsleducation.com.