Session Information
22 SES 14 B, The Research-Teaching Nexus in Higher Education: Alignment and Misalignment between Conceptions and Curricular Features
Symposium
Contribution
According to Nixon (2004) the role of teaching in Universities has been systematically disesteemed, resulting in the disruption of the research-teaching nexus. This manifests itself in a number of forms such as: the predominance of technical rationalist pedagogy (Parker 1997), the increasing casualisation of teaching staff and the comparatively higher rewards in pay and status for non-teaching activities within an internal market (Piercey 1999). Several theories have been forwarded to explain these phenomena. For example, the growing hegemony of the neo-liberal conceptualisation of universities as training and research establishments for the “knowledge economy” (Harvey 2006, Molesworth et al 2009); the fragmentation of the university in an era of supercomplexity (Barnett 2000) and the conceptualisation of universities as being in a degenerative state of “moral loss” where “service to others” is being replaced by a culture of self-aggrandisement (Macfarlane 2007). This paper focuses on primary research into the relationship between undergraduate pedagogy and academic professional identities in a UK business school 2010-11. The evidence from this research will be used to illuminate and refine the theories of relating to the disesteeming of teaching outlined above.
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