Research and disciplinary differences versus funding allocation in New Zealand's higher education system
The University of Auckland, New Zealand
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.
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|Author: Dr Joshua Sarpong is the Doctoral and Sub-Doctoral Research Coordinator in the Faculty of Education and Social Work at the University of Auckland, New Zealand. Joshua's research interests include higher education, university-industry collaboration and university autonomy.|
Please cite as: Sarpong, J. (2022). Research and disciplinary differences versus funding allocation in New Zealand's higher education system. Issues in Educational Research, 32(1), 374-393. http://www.iier.org.au/iier32/sarpong.pdf