Teach­ing’s value

THE (Times Higher Education) - - LETTERS -

The au­thor of the ar­ti­cle “Is REF mov­ing the goal­posts for early ca­reer work­ing-class re­searchers?” (timeshigh­ere­d­u­ca­tion.com, 24 Oc­to­ber) re­ports how he, as a doc­toral stu­dent, “ob­tained some ses­sional ‘teach­ing only’ work with sev­eral in­sti­tu­tions” in Eng­land.

We, the pri­mar­ily teach­ing aca­demics, re­main – in spite of the teach­ing ex­cel­lence frame­work – poor re­la­tions to “re­search-ac­tive” col­leagues. But I would rather be val­ued by stu­dents and staff than play an ab­surd, in­ward-look­ing, out­dated “game” of “how many pub­li­ca­tions do you have?” in some ar­cane jour­nal that is read by three peo­ple and a dog, and pub­lished a year or two af­ter the event.

James Der­ou­nian Prin­ci­pal lec­turer, ap­plied so­cial sciences, and na­tional teach­ing fel­low Univer­sity of Glouces­ter­shire

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