The pressure is still on – how should we be teaching the current content to the current students in the current context and how does this impact on research?

t interweaves the three strands which build staff (through research) – students (through the T&L) – and the community (through both).

Teaching in a University is different, we use the same word in primary school, secondary school, TAFE, Teachers Colleges, CAEs etc but it is not the same. One of the major differences is of course the extent to which it (the teaching) is interwoven with research and our research principles.

I believe that this concern with Research Culture is due to broader effects that are manifestations brought about, by and large, by the extraordinary commoditisation of Higher Education in general.

This type of academic activity is vital to our research (and not only to the research); it is something that I will be pursuing.

A good mentoring program promotes understanding of the culture of the University and helps staff adjust to new or changing roles and situations.

I believe that until we understand what a research culture is and why it is important, that

We will no longer discuss research; we will be too busy doing it – and talks such as this, will no longer be necessary.

the moment we stand still, that is fail to keep learning, fail to keep cultivating, our knowledge and experience falls behind the status quo.

Most general, the term culture denotes whole product of an individual, group or society of intelligent beings. It includes technology, art, science, as well as moral systems and characteristic behaviours and habits of the selected intelligent entities.

Culture (from the Latin cultura stemming from colere, meaning "to cultivate"),

The essential characteristic of research activity is that it leads to publicly verifiable outcomes which are open to peer appraisal.

Research and experimental development comprises creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man (sic), culture and society, and the use of this stock of knowledge to devise new applications.

The final strand is knowledge transfer. It encompasses many dimensions of interaction between academia

The second strand is Learning and Teaching. It explicates a body of ideas, is informed by available research, and instils habits of inquiry that reflect the provisional nature of knowledge

Research is the first strand (note the first is research), embracing the systematic generation of new knowledge, development of new ideas and experiment with new techniques.

it is designed to help institutional leaders reflect on the extent to which their organization can support sustained and values-driven assessment practices, and where they might focus efforts to further evolve them.

SPACE is a rubric that is composed of two axes

prioritize rankings over their stated goals for diversity, equity, and inclusion

the metric oversimplification of scholarly achievement distracts academics and institutions

Rather, it is due to a growing reliance on proxy measures of research quality in the management of recruitment, promotion, tenure and funding decisions: these proxy measures are widely used because they are convenient, not because they are meaningful. The pursuit of a higher ranking in league tables for universities has also contributed to the problem.

Ghent University in Belgium made headlines in 2019 when it announced a new policy for evaluating faculty that marked a shift away from the 'rat race' of metrics and rankings towards more holistic processes focused on valuing and nurturing talent

Stepping Out of the Rat Race