University Funding Systems: Impact on Research and Teaching

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may David Ulph University of St AndrewsAbstract We address the following question: how does a higher education funding system influence the trade-off that universities make between research and teaching? We do so by constructing a model that allows universities to choose actively the quality of their teaching and research when faced with different funding systems. In particular, we derive the feasible sets that face universities under such systems and show how, as the parameters of the system are varied, the nature of the university system itself changes. The culture of the university system thus becomes endogenous. This makes the model useful for the analysis of reforms in funding and also for international comparisons.Paper submitted to the special issue Quasi Markets in Education JEL I21, I22, I23

Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

“…Finally, a third tension point between maintaining one's professional identity and participating in pedagogical change is that teaching is often regarded as lower status than research in the scientific disciplines (Beath et al , 2012). A large part of this disparity in status originates from the culture of individual laboratories, departments, institutions, and even the discipline as a whole (Cox, 1995; Quinlan and Akerlind, 2000; Marbach-Ad et al , 2007).…”

Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

“…, 2001; Tagg, 2012). Obstacles include constraints related to faculty time, motivation, and expectations (Doyle, 2002; Henderson and Dancy, 2006), student time and preparation (McGinn and Roth, 1999), and funding to support projects (Beath et al. , 2012).…”

An Evaluation of the Greek Universities’ Economics Departments

“…Consequently, the comparison and ranking of individual departments rather than universities is a worthwhile endeavour. The latter holds for Economics Departments as well as this could increase transparency and allocate funding more efficiently (see also Beath et al ., ). Naturally, it enhances the information available to students, particularly for the top performing ones that consider following an MSc or a PhD.…”