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Growing separation between teaching/learning and research – anticipating the impacts from REF 2014

Growing separation between teaching/learning and research – anticipating the impacts from REF 2014

Cabral, Ana Paula and Huet, Isabel (2015) Growing separation between teaching/learning and research – anticipating the impacts from REF 2014. Compass: Journal of Learning and Teaching, 6 (10). pp. 1-13. ISSN 2044-0081

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Abstract

Most quality assessment systems are based on an explicit separation of teaching/learning and research; however, in spite of their having enhanced both the organisation and quality improvement of each of these fields, they have also been contributing to a widening of the gap between the two and to the devaluation of teaching. The present study, developed in the UK, intends to provide some insights into the perceptions of former panel members, managers and academics, as they anticipate the impacts from REF 2014. Increasing pressure to achieve high-quality research has been leading institutions to hire the most prestigious researchers. Were there to be equivalent effort to achieve parity in the quality of teaching, this situation might be less worrying, for teaching does not currently enjoy the same investment; rather, its very inferiority is considered to have an even more negative impact on the development of new practices, as well as on student learning and support.

Item Type: Article
Uncontrolled Keywords: REF; Teaching; Learning
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Primary Education
Last Modified: 30 Apr 2017 01:09
Selected for GREAT 2016: None
Selected for GREAT 2017: GREAT c
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/15374

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