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

Authors

  • Ana Paula Cabral Faculty of Education and Health University of Greenwich
  • Isabel Huet University of Kingston

DOI:

https://doi.org/10.21100/compass.v6i10.205

Keywords:

Research, Teaching, REF, Learning, Quality, Assessment.

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.

Author Biographies

Ana Paula Cabral, Faculty of Education and Health University of Greenwich

Research FellowFaculty of Education and Health, University of Greenwich, UKResearch Centre ' Didactics and Technology in Education of Trainers’ – CIDTFF, University of Aveiro, Portugal.

Isabel Huet, University of Kingston

Senior LecturerCentre for Higher Education Research and Practice, University of Kingston London, UKResearch Centre ' Didactics and Technology in Education of Trainers’ – CIDTFF, University of Aveiro, Portugal.

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Published

06/05/2015

Issue

Vol. 6 No. 10 (2015): Compass: Journal of Learning and Teaching

Section

Research Articles

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