Out of balance: Lecturers' perceptions of differential status and rewards in relation to teaching and research

Abstract

This article deals with an issue recognised in the 2003 White Paper The Future of Higher Education. It discusses the high degree of unanimity found in lecturers' responses to questions about the status of teaching. The article suggests that the impact of attempts to enhance teaching and learning are undermined by the persistent low status it is accorded. The work reported here was the basis for a successful bid to the Higher Education Academy which allowed a continuation of work with a feasibility study to identify the methodologies and resources for evaluating the impact of staff rewards and recognition policies and practices on student well-being. The final report from this project was submitted to the funding body in the summer of 2007.