Research and Disciplinary Differences versus Funding Allocation in New Zealand's Higher Education System

Autor/in	Sarpong, Joshua
Titel	Research and Disciplinary Differences versus Funding Allocation in New Zealand's Higher Education System
Quelle	In: Issues in Educational Research, 32 (2022) 1, S.374-393 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sarpong, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Educational Finance; Resource Allocation; College Administration; Case Studies; Foreign Countries; Classification; Intellectual Disciplines; Higher Education; Science Education; Research Universities; Strategic Planning; Liberal Arts; Social Problems; New Zealand + Suchen Sie Ihr Suchwort? Bildungsfonds; Ressourcenallokation; College administrators; Hochschulverwaltung; Case study; Fallstudie; Case Study; Ausland; Classification system; Klassifikation; Klassifikationssystem; Geisteswissenschaften; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Forschungseinrichtung; Strategy; Planning; Strategie; Planung; Social problem; Soziales Problem; Neuseeland
Abstract	This study adds to the debate that both basic and applied research enhance each other; likewise, the arts and science disciplines are equally relevant in solving complex societal and environmental problems. Thus, investment in one should not lead to a deprivation of the other. One may suppose that although both basic and applied research remains a top priority of universities, funding opportunities are shifting more focus to applied research to the disadvantage of basic research. When academics engage in applied research, it does not mean they are ignoring basic research. However, pursuing funding opportunities sometimes compromise research autonomy because most external funds come with strings attached, such as influencing what research is done -- basic research or applied research or elements of both. The study uses four faculties in two New Zealand universities as a case study based on Biglan's (1973) classification of academic disciplines, as their differences can influence the nature of research and funding support. It recommends that university administrators and funding institutions avoid the shift in access to resources that deepens the imbalance between the arts and science disciplines. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01