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by GR Evans Should higher education providers foster a ‘research culture’? As the body responsible for research under the Higher Education and Research Act (2017), UK Research and Innovation offers its own definition. Research is a relative newcomer to the work of English universities.
Fixed-term contracts have long been the norm for research-only contracts, which are usually dependent on short-term funding from a external grant. For some decades the norm for ‘academic’ posts had settled at ‘teaching and research’, with appointments to last until retirement age. 2(5)(d) and s.2
Research Excellence Framework 2021. The irritations researchers experience when working with secondary data are exemplified in looking at the REF 2021 results and comparing with 2014. One of the principles the funding bodies set way back was continuity, yet there has never been an exercise that has replicated its predecessor.
Drumm McNaughton discusses the misconceptions and essential roles these institutions have in their communities with Executive Director Dr. Andrew Koricich of the Alliance for Research on Regional Colleges, a research collaborative and resource hub that has completed the insurmountable task of defining what rural-serving institutions are.
For example, an institution known for forensic science might develop an online MBA program with a specialization in that area, leveraging its unique history and specialization. This trend highlights the importance of institutions knowing their strengths and using technology to develop niche, world-class programs.
Institutions must annually vet employees granted access to information and ensure more people haven’t been granted access. Brian is also an Adjunct Professor at Naugatuck Valley Community College, where he has developed and teaches cybersecurity courses. It’s such an ugly acronym that it’s beautiful, right?
What it is to be a doctoral student and what it means to do a doctorate is evolving, and traditional stereotypes, of young, full-time, funded students are no longer fit for purpose. This desire for ‘belonging’ in the academy has seen them take up casualised contracts with the hope that they would one day land up a permanent contract.
I took a gap year, completed an undergraduate degree, and subsequently received funding for a Master’s and a PhD. I believe I am one of the first of this new generation of highly indebted graduates to have been afforded the time and space to develop expertise around and reflect on the HE system I was a part of.
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