Upload
jonathan-stewart
View
213
Download
0
Embed Size (px)
Citation preview
Research Funding and Assessment: Beyond 2008
Government funding for Research:
what is it for and how should it be distributed? Michael Driscoll
Middlesex University
June 2006
• Background
• Models of Universities
• The current distribution model
• Getting the formula right
• Concentration
• Conclusions
Background
Science and innovation investment framework
2004 – 2014: Next Steps
“The Government’s firm presumption is that after the 2008 RAE the system for assessing research quality
and allocating QR will be mainly metrics based”
A report into the social and economic impact of publicly funded research in 35 participating
universities. Arthur D Little May 2006
“the research base of institutions of the type broadly represented by the participating universities
represents an important, distinct and valuable component of the wider UK research base,”
PUs use a modest publicly funded base to attract substantial additional contract research from a diverse range of customers
PUs
Russell Group
1994 Group
Funding Council
Investment (£)Multipliers
57,135,924
794,647,255
195.205.139
3.03
1.77
1.18
“PUs are outstandingly successful in attracting research contracts from government agencies and public bodies, helping to inform a wide swathe of public policy.”
“PUs have strong research relationships with multinational and national industries as well as SMEs and emerging industries”
“PUs play a major role in delivering the regional regeneration and economic development agendas.”
“PUs are highly effective in attracting EU funding to the UK.”
What is public funding of research in universities for?
• to deepen and widen the research base
• to support high risk research
• to support research with high public benefits
• to support the development of know-how of value to the public and private sectors
• to support excellent teaching and learning
What should it not be for?
• maintaining the general funding of, and established elite of, institutions
• promoting the standing of institutions in league tables
• providing hidden subsidies
• research which should be funded by users
Models of Universities (1)
• Teaching and research are separate activities carried-out by different people – teachers teach, researchers research
• Teaching only universities providing services to business
• History is banned
• Research only universities?
• Sector diversity is described by the mix of teaching, research and knowledge transfer
A The Charles Clark model
Models of Universities (2)
• Teaching and research are integral activities carried out by the same people – teacher/researcher
• Teaching, research, innovation and knowledge transfer are mutually supporting
• Sector diversity is described by subject coverage and student profile
B The universal model
The current distribution model (1)
Dual funding: Grant and Project
What is grant (RAE) funding for?
• well-founded research environment
• stable element of research funding
• high-risk research
• strategic investment
The current distribution model (2)
Characteristics
• distribution determined by complex peer-review system
• allocations fixed for long periods
• outcomes can be set aside by political intervention
• highly competitive process with non-competitive outcomes
What is wrong with the RAE?
• high cost
• obstructs planning
• does not support inter-disciplinary research
• excellent user-focussed research not rewarded
• discourages collaboration
• drives a wedge between teaching and research
• discourages high-risk research
• drives up the costs of research (transfer market)
• encourages over-trading
Will a formula based model be better?
Yes, if it:
• uses publicly available data
• is continuous (annual)
• avoids excess volatility (moderation)
• removes all distinctions between different types of research
• gives high weight to teaching volume
The benefits of basing grant funding on teaching volume
• All HEIs receive a research funding based on student population
• Avoids patterns of funding being ossified
• Reduces resistance to high risk research
• Achieves a better distribution of funding
Concentration (1)
Drivers for Concentration
• Treasury policy
• RAE (with added political intervention)
• Full economic cost
Concentration (2)
Effects
• less research at higher cost
• but better quality?
• narrows research base
• reduces research opportunities for academic staff
• threatens “British Higher Education” brand
• undermines knowledge transfer and ‘employer engagement’
• widens inequality in the student experience
Conclusions
• The global challenge cannot be met by a handful of universities.
• The potential of the whole university sector needs to be harnessed