Conceptions of ‘research’ and their gendered impact on research activity: A UK case study
Abstract
The last twenty years have seen an increased emphasis around the world on the quality and quantity of research in response to national research assessments, international league tables, and changes in government funding. The prevailing attitude in higher education embeds research as the ‘gold standard’ in the context of academic activity. However, a key feature of this trend is significant gender differences in research activity. We argue that research productivity is related to identification as a researcher, and that identifying as ‘research-active’ or not would appear to depend upon how an individual academic subjectively defines ‘research’. This article brings together two hitherto separate bodies of work 1) the impact of gender on academic research careers, and 2) academic conceptions of research. Through a combination of interviews, focus groups and questionnaires, we investigate the extent to which interpretations of ‘research’ and ‘research activity’ differ by gender within an institution in the UK and the potential impact of these interpretations. Although the research found that there are many similarities in the interpretations of ‘research activity’ between genders, we found one important difference between male and female participants’ conceptions of research and its relationship to teaching. Significantly, our findings suggest that there is a need to expand our existing conceptualisations of ‘research’ to include ‘research as scholarship’ in order to address the obstacles that current understanding of ‘research’ have placed on some academics. Self-definition as a researcher underlies research activity. A narrow conception of ‘research’ may prevent individuals from identifying as ‘research-active’ and therefore engaging with research.Citation
Healey, R. L. & Davies, C. (2019). Conceptions of ‘research’ and their gendered impact on research activity: A UK case study. Higher Education Research and Development, 38(7), 1386-1400. https://doi.org/10.1080/07294360.2019.1657804Publisher
Taylor & FrancisAdditional Links
https://www.tandfonline.com/doi/full/10.1080/07294360.2019.1657804Type
ArticleLanguage
enDescription
This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research and Development in 2020, available online: DOI to be added when available.ISSN
0729-4360EISSN
1469-8366ae974a485f413a2113503eed53cd6c53
10.1080/07294360.2019.1657804
Scopus Count
Collections
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International
Related items
Showing items related by title, author, creator and subject.
-
Research as Transformation and Transfromation as ResearchVahed, Anisa; Ross, Ashley; Francis, Suzanne; Millar, Bernie; Mputuri, Oliver; Searle, Ruth; DUT; University of Chester, University of KwaZulu-Natal (Jackana, 2019-01-31)The authors explore the transformational process of supervisors and postgraduate students through five research projects using activity theory. The projects were funded by the DHET and endorsed by HELTASA and CHE.
-
Workers researching the workplace using a work based learning framework: Developing a research agenda for the development of improved supervisory practiceTalbot, Jon; University of Chester (E-learning Network of Australasia (ElNet), 2009)The article is case study of academic practice in respect of the supervision of research in the workplace by distance learners using a Work Based Learning (WBL) framework. Key aspects of the WBL are described including the role of technology in delivery. Drawing upon tutor experience at one institution and knowledge of practice elsewhere several conceptual and practical issues are raised as the basis for a planned research exercise to identify commonalities and differences in approach among practitioners. Ultimately, the purpose is to improve the relevance and application of workplace research by practitioners.
-
Emerging Voices: Critical Social Research by European Group Postgraduate and Early Career ResearchersFletcher, Samantha; White, Holly; Edge Hill University Open University (European Group Press, 2017-07-23)Introduction to an edited collection titled Emerging Voices that the authors edited