Teaching versus research: A multi-tasking approach to multi-department universities

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may David Ulph University of St AndrewsAbstract We address the following question: how does a higher education funding system influence the trade-off that universities make between research and teaching? We do so by constructing a model that allows universities to choose actively the quality of their teaching and research when faced with different funding systems. In particular, we derive the feasible sets that face universities under such systems and show how, as the parameters of the system are varied, the nature of the university system itself changes. The culture of the university system thus becomes endogenous. This makes the model useful for the analysis of reforms in funding and also for international comparisons.Paper submitted to the special issue Quasi Markets in Education JEL I21, I22, I23

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“…In the Appendix we provide a detailed characterisation of these cases, while in the next section we discuss their implications. 10 …”

Section: Analysing the Budget Constraintmentioning

confidence: 99%

University Funding Systems: Impact on Research and Teaching

2011

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“…For example, some units may negotiate on the allocation of teaching load among the members of the staff whereas some other units provide the possibility to hire doctoral students as teaching assistants. A salient perspective in the recent literature points to the possibility of identifying the factors which define whether there are trade-offs or synergies between teaching and research (see Del Rey 2001;Gautier and Wauthy 2007) and how well they can be taken into account in the strategic decisions of universities.…”

Section: Introductionmentioning

confidence: 99%

The competitive funding of university research: the case of Finnish science universities

Tammi

2008

High Educ

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The present European higher education policy and research policy can be characterized as emphasizing external financing of universities, competition between and within universities, and the need for a more practical and economically profitable output from research and education. A theoretical framework of analysing the impacts of this new rationale can be constructed on the following two premises. First, the funding structure of universities and university research is a main factor that influences the situations in which universities and their members make their decisions on teaching, research and administering. Second, universities consist of various groups of personnel each having and developing objectives and preferences of their own. This theoretical framework is applied to the Finnish science university system. On the basis of the analysis it can be seen that although the new policy probably has clarified the division of labour between universities, there have emerged some negative unintended consequences of the new funding structure. Indications of weakening performance in research and education can be identified in the empirical analysis.

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“…Our work is related to Becker (1975), McDowell andMelvin (1983), Maske et al (2003), Beath et al (2003) and Gautier and Wauthy (2007) who analyze the professor-time allocation problem in a static framework. While their approaches provide many useful insights into the issue of faculty management, they do not take into consideration the investment in human capital, which is a major feature of academic production.…”

Section: Introductionmentioning

confidence: 99%

Publish or Teach? Analysis of the Professor's Optimal Career Plan

2013

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Abstract. This paper analyzes how faculty members dynamically allocate their efforts between improving their research and teaching skills, taking into account the organizational structures and incentives implemented by academic institutions. The model builds on the assumption that organizational structures have an impact on the nature of spillover effects between teaching and research competencies. We analyze the dynamic equilibrium under unilateral and bilateral spillovers, using the no-spillover case as a benchmark. The bilateral spillover case is the most appealing as it achieves the highest overall performance; however, the nature of the equilibrium and the career paths can be quite different depending on the parameters of the problem such as the obsolescence of competencies or the strength of the spillover effect. This finding provides interesting insights on what could be the most productive configuration of a higher education institution.

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Teaching versus research: A multi-tasking approach to multi-department universities

Cited by 44 publications

References 25 publications

University Funding Systems: Impact on Research and Teaching

University Funding Systems: Impact on Research and Teaching

The competitive funding of university research: the case of Finnish science universities

Publish or Teach? Analysis of the Professor's Optimal Career Plan

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