Out of balance: lecturers’ perceptions of differential status and rewards in relation to teaching and research
By P. Young. 2006
149 citations recorded by the source corpus.
One of the few areas of consensus in the literature of higher education concerns the status of teaching. Unanimously, writers report the low status which higher education institutions give to teaching as an activity. This article draws on research investigating activities and perceptions of staff in a single discipline: social policy. The question on rewards for effort in improving teaching provoked more strength of feeling and a greater degree of consensus than any other in the interviews. With similar unanimity to that found in the secondary sources, the respondents perceived teaching to be accorded low status, with rewards of tenure and promotion accruing to research or administration. The article suggests that the impact of new developments to enhance teaching and learning are undermined by the persistent low status accorded to teaching.
View Paper: https://www.semanticscholar.org/paper/a5affa6e2e75808c3cff9a7507ac01061b944813
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- Ian M. Kinchin
- Simon Lygo-Baker
- David B. Hay
- Vlado Dimovski
- Gulfidan Can
- Maja Zaman Groff
- Andrew E. Walker
- Simon Cadez
Citations in the corpus
- Universities as centres of non-learning (2008, background): “Finally, the dominant culture within a research-led department may be to push new colleagues to spend more time on their research than on their teaching preparation, as the former is seen to be more prestigious than the latter (Young 2006).”
- Research, teaching and performance evaluation in academia: the salience of quality (2017, background): “Young (2006), for example, reports that academics perceived teaching as associated with low status and rewards of tenure and promotion as predominantly accruing in relation to research.”
- A Model for Doctoral Students’ Perceptions and Attitudes Toward Written Feedback for Academic Writing (2011, background): “Once an academic position is obtained promotion, tenure, and other reward systems within doctoral/research extensive universities are largely related to research activities (Blaxter et al. 1998; Young 2006) that depend heavily on academic writing.”