Managing the teaching–research nexus: ideals and practice in research-oriented universities

Geschwind, Lars; Broström, Anders

doi:10.1080/07294360.2014.934332

Cited by 112 publications

(69 citation statements)

References 23 publications

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“…Důsledkem tohoto institucionálního nastavení je koncentrace na výzkum a zanedbávání výuky. Řada empirických studií provedených na různých univerzitách svědčí o tom, že se v tomto prostředí vytvářejí specifické vzorce dělby práce, v nichž se kvalifikovanější členové akademické obce věnují primárně výzkumu, zatímco začínající či méně kvalifikovaní zaměstnanci vyučují (Austin, 2002;Geschwind & Broström, 2015;Smith & Smith, 2012). Smith a Smith (2012) ve své kvalitativní studii ukázali, že učitelé, kteří jsou příliš zaměstnaní výzkumem a přenechávají své kurzy méně kvalifikovaným pracovníkům, tento stav vnímají jako ohrožení kvality výuky.…”

Section: Spojení Výuky a Výzkumuunclassified

“…Naše data se v jistém ohledu pozoruhodně liší od dat ze zahraničních univerzit, kde dochází k silné dělbě práce mezi výzkumníky a učiteli, přičemž do výzkumných pozic se dostávají seniorní členové kateder (Austin, 2002;Geschwind & Broström, 2015;Smith & Smith, 2012). Mezi našimi respondenty se nevyskytl nikdo, kdo by referoval o tom, že mu jeho pozice brání ve vykonávání výzkumu.…”

Section: ) Předat Znalostiunclassified

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Pojetí výuky a profesní identita začínajících vysokoškolských učitelů

Šeďová¹,

Švaříček²,

Sedláčková³

et al. 2016

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Section: Spojení Výuky a Výzkumuunclassified

Section: ) Předat Znalostiunclassified

Pojetí výuky a profesní identita začínajících vysokoškolských učitelů

Šeďová¹,

Švaříček²,

Sedláčková³

et al. 2016

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“…Concurrently, others show that the Humboldtian ideal is hard to live by. Geschwind and Broström [Geschwind, Broström, 2015] provide evidence of a division of labour between staff, and Marsh and Hattie [Marsh, Hattie, 2002] demonstrate that there is no significant relationship between research productivity and teaching quality. The debated causes of the divide include the concentration of research and the actual cost-effectiveness of the division of labour at the individual and institution levels [Clark, 1997;Maassen, Stensaker, 2011;Pinheiro et al, 2014].…”

Section: Master Classmentioning

confidence: 99%

Knowledge Triangle Configurations at Three Swedish Universities

Vico

Serger²,

Wise³

et al. 2017

Foresight and STI Governance

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T he concept of a knowledge triangle, i.e., the principle of strengthening the linkages between research, education and innovation, has emerged as a result of policymakers' expectations that universities assume a broader societal responsibility. Yet, little is known about how these tasks and their interactions are orchestrated at universities. We explore concept of how the knowledge triangle is manifested in the organisation and strategy of three different Swedish universities, and how these manifestations are shaped by the policy landscape. The article highlights the fact that although the knowledge triangle remains a priority, explicit national policies are lacking, with the responsibility of integration falling upon universities themselves. We observe great diversity in how Кeywords: knowledge triangle; university management; third mission; societal collaboration; research utilisation. the principles of the knowledge triangle are orchestrated at the universities, e.g., through individuals' interpretations and attitudes, and through management strategies and incentive schemes. However, the three tasks have largely been handled separately, with weak coordination and generally limited ambition demonstrated by university management teams to forge new combinations of remits. At the individual and group levels, we observe weak task articulation, although some role models serve as inspiration. Tensions emerge as the responsibilities of operationalising the knowledge triangle falls on individuals who sometimes lack the appropriate mandate and resources. These findings raise questions for further research and implications for policy and university management.

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“…Despite the increasing "emotional turn" across the social sciences, emotions are still too often depoliticised and (re)presented as something inherent to feminist, social, critical scholars, as if emotions do not affect the academic identity of others (Thien, 2005). But there are many (rarely published, often verbalised) narratives, interweaving with ours, that suggest otherwise: stories of senior academics across various disciplines anxious to sustain their position and meet the challenge of "leadership", "success" and "excellence" (Tijdink, Verbeke & Smulders, 2013); or of colleagues deeply worried that additional teaching workload will impair their research outputs, while simultaneously concerned about the lack of students to pay for their salaries (Geschwind & Broström, 2015).…”

Section: )mentioning

confidence: 99%

Feeling our way: academia, emotions and a politics of care

Askins

Blažek

2016

Social & Cultural Geography

110

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This paper aims to better understand the role of emotions in academia, and their part in producing, and challenging, an increasingly normalized neoliberal academy. It unfolds from two narratives that foreground emotions in and across academic spaces and practices, to critically explore how knowledges and positions are constructed and circulated. It then moves to consider these issues through the lens of care as a political stance towards being and becoming academics in neoliberal times. Our aim is to contribute to the burgeoning literature on emotional geographies, explicitly bringing this work into conversation with resurgent debates surrounding an ethic of care, as part of a politic of critiquing individualism and managerialism in (and beyond) the academy. We consider the ways in which neoliberal university structures circulate particular affects, prompting emotions such as desire and anxiety, and the internalisation of competition and audit as embodied scholars. Our narratives exemplify how attendant emotions and affect can reverberate and be further reproduced through university cultures, and diffuse across personal and professional lives.We argue that emotions in academia matter, mutually co-producing everyday social relations and practices at and across all levels. We are interested in their political implications, and how neoliberal norms can be shifted through practices of caring-with.

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Managing the teaching–research nexus: ideals and practice in research-oriented universities

Cited by 112 publications

References 23 publications

Pojetí výuky a profesní identita začínajících vysokoškolských učitelů

Pojetí výuky a profesní identita začínajících vysokoškolských učitelů

Knowledge Triangle Configurations at Three Swedish Universities

Feeling our way: academia, emotions and a politics of care

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