Bundled or unbundled? A multi‐text corpus‐assisted discourse analysis of the relationship between teaching and research in UK universities
Bibliographic Data
| ID | 11159166 |
|---|---|
| Authors | Adam Matthews (0000-0003-4013-0232, University of Birmingham Birmingham UK, corresponding author), Ben Kotzee (0000-0003-0334-6368, University of Birmingham Birmingham UK) |
| Year | 2022 |
| Volume | 48 |
| Issue | 3 |
| Pages | 578-597 |
| Publication date | 2022-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3783 |
| OpenAlex | W4220958870 |
| Language | EN |
| Citations received | 4 |
| References cited | 41 |
Creating and disseminating knowledge through research and teaching has long been regarded as the hallmark of the modern university. However, new university business models have called into question the ‘bundling’ of teaching and research, and sustained research on the relationship between teaching and research has found little evidence of an insoluble connection between the two activities. In this article, we explore the relationship between teaching and research from the perspective of universities’ institutional discourse. We use corpus‐assisted discourse analysis to examine the relationship between research and teaching as presented in two sets of institutional texts currently influential in UK Higher Education: Research Excellence Framework environment statements and Teaching Excellence Framework provider submissions (a total of 2143 documents and 12,492,071 words). Our findings show that, while universities emphasise the value of research to their teaching, they do not always emphasise (or sometimes even decry) the influence of teaching on their research. We empirically evidence that, according to what universities themselves write in institutional texts, teaching and research are not always in a mutually beneficial entanglement, but often rather a one‐way relationship in which research expertise and institutional prestige are used to bolster claims of teaching excellence. This has implications for the communication of both the vision and the purpose of a university in regulatory exercises and wider policy, but also speaks to the broader idea and practice of being a university in the twenty‐first century
Educational research · Excellence · Higher education · Linguistics · Pedagogy · Political science · Prestige · Public relations · Sociology · Value (mathematics) · Computer Science · Evaluation of Teaching Practices · Higher Education Governance and Development · Higher Education Practises and Engagement · Law
Using Corpora in Discourse Analysis
Research and Teaching
The Research Excellence Framework and the 'impact agenda'
The Relationship Between Research and Teaching
Genre identification and communicative purpose
Sociotechnical imaginaries in the present and future university
UK university part-time higher education
Judging research papers for research excellence
The Entrepreneurial University
From unbundling to market making
Significant or random
The representation of refugees, asylum seekers and immigrants in British newspapers during the Balkan conflict (1999) and the British general election (2005)
Embedded into the core’
Neoliberalism, higher education and the knowledge economy
The Relation between Research Productivity and Teaching Effectiveness
A useful methodological synergy? Combining critical discourse analysis and corpus linguistics to examine discourses of refugees and asylum seekers in the UK press
Impact in the REF
Knowledge production and the research-teaching nexus
Beyond the 'research/teaching nexus
Audit Culture Revisited
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |