Research and teaching cultures in two contrasting UK policy contexts: Academic life in Education Departments in five English and Scottish universities |
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| Authors: | Rosemary Deem and Lisa Lucas |
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| Institution: | (1) Graduate School of Education, University of Bristol, 35 Berkeley Square, Bristol , BS8 4QJ, UK |
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| Abstract: | The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities
in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between
research and teaching, how the purposes of universities are defined and the status of research in Education are current UK
higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings,
documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics,
their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education
departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research–teaching
relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic
life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror
each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and
research/teaching connections viewed have international as UK relevance. |
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| Keywords: | Departmental cultures Bourdieu Academic life Research assessment Exercise Policy Gender Habitus Symbolic capital Research and teaching Collaborative academic work Vocational subjects Higher education policy |
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