The Impact of Teaching on Third Mission Activities of Higher Education Institutions: Evidence from the UK

Autor/inn/en	Rentocchini, Francesco; Rizzo, Ugo
Titel	The Impact of Teaching on Third Mission Activities of Higher Education Institutions: Evidence from the UK
Quelle	In: Studies in Higher Education, 48 (2023) 5, S.747-757 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rentocchini, Francesco) ORCID (Rizzo, Ugo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2023.2184788
Schlagwörter	Foreign Countries; Higher Education; Institutional Mission; Competition; Productivity; Research; Financial Support; Tuition; Student Costs; Educational Change; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wettkampf; Produktivität; Forschung; Finanzielle Förderung; Unterweisung; Unterricht; Studienkosten; Bildungsreform
Abstract	This study analyses the effect of a change of focus in a traditional mission (teaching) of higher education institutions (HEIs) on the variety and intensity of knowledge exchange (KE) activities. In doing so, it bridges two partially disconnected streams of the literature in science and innovation focusing on HEI missions and heterogeneity in HEI KE activities. The work relies on a longitudinal dataset from UK Research and Innovation (UKRI) comprising information on publicly funded research projects over the 2006-2013 period. Our identification strategy exploits the change in tuition fees following a 2012 reform to proxy for the increased attention to the teaching mission of English and Welsh HEIs compared to other HEIs in the UK. Results show a strong negative effect of the increase in tuition fees on the variety and intensity of KE activities by English and Welsh HEIs. Following the reform, applications for competitive research funding by English and Welsh HEIs did not change in terms of grant length, value and the number of collaborating partners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01