THE CULTURE-RESEARCH NEXUS: STAKEHOLDERS’ PERCEPTIONS OF THE CONNECTION BETWEEN DISCIPLINARY CULTURES AND RESEARCH CHOICES IN HIGHER EDUCATION
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Keywords:
Disciplinary cultures, Research choices, Higher educationAbstract
Purpose: Within the higher education discourse, the critical role of disciplinary cultures in influencing organisational departmentalisation; shaping the academic profession; and in informing academic leadership has been underscored. However, the connection between disciplinary cultures and research choices seems to be underreported. The study explored key stakeholders’ perceptions of this connection in Uganda’s research-led flagship academic institution, Makerere University. The purpose was to ascertain whether and how the espoused disciplinary practices, values and beliefs inform the research choices of academics across disciplinary fields.
Methodology: We adopted a qualitative, intrinsic case study design that was rooted in social constructivism philosophy and guided by an interpretivist paradigm. Professorial staff and Institutional level senior research managers constituted the sample. Data were collected using in-depth interviews from four Full Professors, eight Associate Professors, and two institutional level senior research managers. We then triangulated data sources with documents checks. We analysed data thematically.
Findings: Findings reveal that although there is a connection between disciplinary cultures and research choices, the ethos of producing knowledge at the very basic level has more influence on academics' research choices. This is because, across disciplinary fields, research is more understood in terms of journal articles.
Unique contribution to theory, practice and policy: We recommend that if the University is to perfect her research-led status, there is need to popularise cultures that would promote the production of diverse knowledge in order to enhance the contribution of the University to national socio-economic development. This could be achieved by revising the existing research policies to ensure that when academics are being assessed for promotion, they should be assessed on a broader criterion that includes number of publications and contribution to policy and the community.
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References
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Bauer, M., & Kogan, M. (1997). Evaluation Systems in the UK and Sweden: Success and difficulties. European Journal of Higher Education, 32(2), 129-143.
Becher, T. (1987).Disciplinary Discourse, Studies in Higher Education, 12:3, 261-274, Doi: 10.1080/03075078712331378052
Becher, T., & Trowler, P. (2001).Academic tribes and territories: intellectual inquiry and the culture of disciplines. Buckingham: Society for Research into Higher Education and Open University Press.
Bentley, K., Habib, A., & Morrow, C. (2006). Academic freedom and institutional autonomy and the corporatized university in contemporary South Africa. Research report. Council on Higher Education (CHE), HEIAAF, 3. December 2006. Pretoria: CHE.
Biglan, A. (1973a). The characteristics of subject matter in different academic areas in: M. A. Alise, (2008). Disciplinary differences in preferred research methods: a comparison of groups in the Biglan classification scheme. A Dissertation submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Educational Theory, Policy, and Practice.
Bisaso, R. (2011). Utilising the Learning Organization for Management Capacity Building at Makerere University. A PhD dissertation presented at University of Tampere, November 18th, 2011.
Bornmann, L. (2012). Measuring the societal impact of research. EMBO Reports, 13(8), 673–676.
Brew, A. (2001). Conceptions of research: a phenomenological study, Studies in Higher Education, 26, pp. 271–285.
Brew, A., & Ginns, p. (2008). The Relationship between Engagement in the Scholarship of teaching and learning and Students’ course experiences. Assessment and Evaluation of Higher Education, Volume 33, Number 5, October 2008, pp. 535-545 (11). Doi:https://doi.org/10.1080/02602930701698959
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Cherney, A., Head, B., Povey, J., Boreham, P., & Ferguson, M. (2015). The utilization of social science research: The perspectives of academic researchers in Australia. Journal of Sociology, 51(2), 252-2710. doi: 10.1177/1440783313505008
Cloete, N., Bailey, T., Pillay, P., Bunting. I., & Maassen. P. (2011).Universities and Economic Development in Africa. Key findings. Cape Town: CHET. Retrieved from: http://www.chet.org.za/books/Universities-and-economic-development-africa
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Farkas, N. (1999). Dutch science shops: Matching community needs with University R&D. Science Studies, 12(2), 33-47.
Feldman, M. P., & Desrochers, P. (2004). Truth for its own sake: Academic culture and Technology transfer at Johns Hopkins University. Minerva 42: 105-126, 2004. Retrieved from: http://www.jstor.org/stable/41821274.
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Gornitzka, A., & Sverdrup, U. (2010). Enlightened Decision Making? The Role of Scientists in EU Governance, Politique européenne 2010/3 (No 32), p. 125-149. DOI 10.3917/poeu.032.0125
Guba, E. G., & Lincoln, Y. S. (1988). Do inquiry paradigms imply inquiry methodologies? In: Fetterman, D.M. (Ed.), Quantitative approaches to evaluation in education (pp. 89-115). New York: Praeger.
Hakala, J., & Ylijoki, O. H. (2001). Research for Whom? Research Orientations in Three Academic Cultures. University of Tampere, Finland. Organization, 8(2), 373–380. doi: 1350-5084(200105)8:2;373–380;017781
Henkel, M. (2005). Academic Identity and Autonomy in a Changing Policy Environment. Springer. Higher Education, Vol. 49, No. 1/2, Universities and the Production of Knowledge(Jan. - Mar., 2005), pp. 155-176
Hill, K. Q., Capers, J. K., & Flink, C. (2014). “Why Some and Not Others?” The Determinants of the Quality and Prestige of Public Graduate Research Universities. State Politics & Policy Quarterly 2014, Vol. 14(1) 29-49.
Horvath, F., Weber, K., & Wicki, M. (2000). International Research Orientation of Swiss Universities: Self-Regulated or Politically Imposed? Published by Springer: Higher Education, Vol. 40, No. 4 (Dec., 2000), pp. 389-408.
Ishengoma, J. M. (2016). North–South Research Collaborations and their Impact on Capacity Building: A Southern Perspective. In: T. Halvorsen and J. Nossum (2016). North–South Knowledge Networks: Towards Equitable Collaboration between Academics, Donors and Universities. African Minds. Cape Town, South Africa.
Jacob, M. (2006). Utilization of Social Science Knowledge in Science Policy: Systems of Innovation, Triple Helix and VINNOVA. Social Science Information Vol 45, Issue 3, pp. 431 - 462
Jacob, M. (2009). On Commodification and the Governance of Academic Research. Minerva: A Review of Science Learning and Policy, 47(4), 391-405.
Kasozi, A. B. K. (2016). The impact of the Uganda state management style on higher education governance, research, and post graduate training 2001-2012. Paper presented at a Colloquium on higher education, Monday, 11 April 2016, Makerere Institute of Social Research (MISR).
Kekale, J. (1999). Preferred Patterns of Academic Leadership in different Disciplinary (Sub) cultures, Higher education, 37: 217-38.
Kekale, J. (2002). Conceptions of Quality in Four Different Disciplines. Tertiary Education and Management (TEAM) 8(1), 65-80
Kuteeva, M., & Negretti, R. (2015).Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines. Elsevier.
Lam, A. (2010). From 'Ivory Tower Traditionalists' to 'Entrepreneurial Scientists'? Academic Scientists in Fuzzy University-Industry Boundaries. Social Studies of Science, 40(2), 307-340.
Lawrence, R. J., & Despr_es, C. (2004). Introduction: Futures of Transdisciplinarity. Futures, 36, 297e405.
Lewis, J. M. (2007). Intellectual Curiosity, Disciplinary Traditions and Performance Frameworks: Understanding Academic Networks. School of Political Science, Criminology and Sociology, University of Melbourne.
MacGregor, K. (2015). Transforming Makerere into a Research-led University. UniversityWorld News: 10th January 2015. Issue No: 349
Makerere University (2008a). Makerere University Strategic Plan 2008/09-2018/19. Makerere University, Kampala: Makerere University.
Makerere University (2008b). Makerere University Research and Innovations Policy. As approved by the University Council at its 112th meeting held on Thursday March 13th 2008. Makerere University, Kampala: Makerere University.
Makerere University (2009b). The policy on appointment and promotion of academic staff. As reviewed and approved by the University Council at the 106th meeting held on 6th and 7th July, 2006, amended at the 112th meeting of University council held on 10th September 2009. Makerere University, Kampala: Makerere University.
Makerere University (2013a). The University Research Agenda (2013-2018). Directorate of Research and Graduate Training, Makerere University, Kampala: Makerere University.
Makerere University (2015). Makerere University Research and Innovations Communication Strategy and Implementation Framework (RICS). Final Draft. Department of Journalism & Communication, Makerere University, Kampala: Makerere University.
Makerere University (2016). Makerere University Annual report. The Planning and Development Department, Makerere University, Kampala: Makerere University.
Mugimu, C. B., Nakabugo, M. G., Katunguka-Rwakishaya, E. (2013). Developing Capacity for Research in Higher Education. A case of Makerere University. World Journal of Education. Vol 3, No 6 (2013)
Musiige, G. (2014). Research at Makerere University: Faculty perceptions towards the factors that influence research productivity. A master’s dissertation submitted to the University of Oslo.
Nakabugo, M. G., Barrett, E., McEvoy, O., & Munk, R. (2010). Best practices in North– South research partnerships in higher education: The Irish African partnership model. Policy and Practice: A Development Education Review 10: 89–89.
Nakayiwa, F. (2015). Transforming Makerere into a Research-led University. University World News. Karen MacGregor10 January 2015 Issue No: 349.
Puplampu, B. B. (2012). “50 years of leadership in business education: determining new frontiers”, Keynote Address at Launch of 50th Anniversary celebration of University of Ghana Business School. Amegashie Auditorium, Legon, Ghana.
Puplampu, B. B. (2015). "Building the research culture in an African business school", European Business Review, 27(3), 253 – 280. http://dx.doi.org/10.1108/EBR-03-2014-0024
Sa’, C. M. (2008). Interdisciplinary Strategies’ in U.S. Research Universities. Springer Science+Business Media B.V. 2007. Higher Education (2008) 55:537–552 DOI 10.1007/s10734-007-9073-5
Schauz, D. (2014). What is Basic Research? Insights from Historical Semantics. Minerva (2014) 52:273–328 DOI 10.1007/s11024-014-9255-0.
Subotszky, G. (1999). “Alternatives to the Entrepreneurial University. New Modes of Knowledge Production in Community Service Program”. Higher education. 38(4), 401- 440.
The Times Higher Education, (2018). The World University Rankings 2018. List of the top 1,000 universities in the world. Elsevier.
Ylijoki, O-H. (2000). Disciplinary cultures and the moral order of studying – A case study of four Finnish University departments. Kluwer Academic Publishers. Journal of Higher Education, 39(3), 339-362. DOI: 10.1023/A: 1003920230873.
Ylijoki, O-H. (2003). Entangled in academic capitalism? A case-study on changing ideals and practices of University research. Higher Education, 45(3), 307-335. DOI: 10.1023/A: 1022667923715.
Ylijoki, O-H., Lyytinen, A., & Marttila, L. (2011). Different research markets: a disciplinary perspective. Higher Education, 62(6), 721-740. DOI: 10.1007/s10734-011-9414-2.
Ziman, J. (2000). Real Science. What it is and what it means. Cambridge: Cambridge University Press.
Albert, M. (2003). University and the market economy: The differential Impact on knowledge production in Sociology and Economics. Higher Education, 45(2), 147-187. Retrieved from: http://www.Jstor.org/stable/3447527.
Balsiger, P.W. (2004). Supradisciplinary research practices: history, objectives and rationale. Futures 36, 407-421.
Bauer, M., & Kogan, M. (1997). Evaluation Systems in the UK and Sweden: Success and difficulties. European Journal of Higher Education, 32(2), 129-143.
Becher, T. (1987).Disciplinary Discourse, Studies in Higher Education, 12:3, 261-274, Doi: 10.1080/03075078712331378052
Becher, T., & Trowler, P. (2001).Academic tribes and territories: intellectual inquiry and the culture of disciplines. Buckingham: Society for Research into Higher Education and Open University Press.
Bentley, K., Habib, A., & Morrow, C. (2006). Academic freedom and institutional autonomy and the corporatized university in contemporary South Africa. Research report. Council on Higher Education (CHE), HEIAAF, 3. December 2006. Pretoria: CHE.
Biglan, A. (1973a). The characteristics of subject matter in different academic areas in: M. A. Alise, (2008). Disciplinary differences in preferred research methods: a comparison of groups in the Biglan classification scheme. A Dissertation submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Educational Theory, Policy, and Practice.
Bisaso, R. (2011). Utilising the Learning Organization for Management Capacity Building at Makerere University. A PhD dissertation presented at University of Tampere, November 18th, 2011.
Bornmann, L. (2012). Measuring the societal impact of research. EMBO Reports, 13(8), 673–676.
Brew, A. (2001). Conceptions of research: a phenomenological study, Studies in Higher Education, 26, pp. 271–285.
Brew, A., & Ginns, p. (2008). The Relationship between Engagement in the Scholarship of teaching and learning and Students’ course experiences. Assessment and Evaluation of Higher Education, Volume 33, Number 5, October 2008, pp. 535-545 (11). Doi:https://doi.org/10.1080/02602930701698959
Calvert, J., & Martin, B. R. (2001). Changing Conceptions of Basic Research? SPRU – Science and Technology Policy Research. University of Sussex, Falmer, Brighton BN1 9RF, UK
Cherney, A., Head, B., Povey, J., Boreham, P., & Ferguson, M. (2015). The utilization of social science research: The perspectives of academic researchers in Australia. Journal of Sociology, 51(2), 252-2710. doi: 10.1177/1440783313505008
Cloete, N., Bailey, T., Pillay, P., Bunting. I., & Maassen. P. (2011).Universities and Economic Development in Africa. Key findings. Cape Town: CHET. Retrieved from: http://www.chet.org.za/books/Universities-and-economic-development-africa
Creswell, J. W. (2007). Qualitative Inquiry and Research Design. Choosing among Five Approaches. SAGE Publications. Thousand Oaks, London.
Dean, L., Njelesani, J., Smith, H., & Bates, I. (2015). Promoting sustainable research partnerships: A mixed-method evaluation of a United Kingdom–Africa capacity-strengthening award scheme. Health Research Policy and Systems 13: 81
Delanty, G. (2001). Challenging Knowledge. The University in the knowledge society. Buckingham: The society for research into Higher Education & Open University press.
ERiC (Evaluating Research in Context). (2010). Evaluating the societal relevance of academic research: A guide. Delft, The Netherlands: Delft University of Technology.
Etomaru, I. (2017). Knowledge transmission Strategies and Practices at Makerere University. A PhD dissertation presented to the Directorate of Research and Graduate Training, Makerere University.
Faricy, W. G. (1974). Grouping departments. The Journal of Higher Education. 45(2), 98-111.
Farkas, N. (1999). Dutch science shops: Matching community needs with University R&D. Science Studies, 12(2), 33-47.
Feldman, M. P., & Desrochers, P. (2004). Truth for its own sake: Academic culture and Technology transfer at Johns Hopkins University. Minerva 42: 105-126, 2004. Retrieved from: http://www.jstor.org/stable/41821274.
Gibbons, M. (1997). What kind of university? Research and teaching in the 21st century. Victoria University of Technology
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London: Sage.
Gornitzka, A., & Sverdrup, U. (2010). Enlightened Decision Making? The Role of Scientists in EU Governance, Politique européenne 2010/3 (No 32), p. 125-149. DOI 10.3917/poeu.032.0125
Guba, E. G., & Lincoln, Y. S. (1988). Do inquiry paradigms imply inquiry methodologies? In: Fetterman, D.M. (Ed.), Quantitative approaches to evaluation in education (pp. 89-115). New York: Praeger.
Hakala, J., & Ylijoki, O. H. (2001). Research for Whom? Research Orientations in Three Academic Cultures. University of Tampere, Finland. Organization, 8(2), 373–380. doi: 1350-5084(200105)8:2;373–380;017781
Henkel, M. (2005). Academic Identity and Autonomy in a Changing Policy Environment. Springer. Higher Education, Vol. 49, No. 1/2, Universities and the Production of Knowledge(Jan. - Mar., 2005), pp. 155-176
Hill, K. Q., Capers, J. K., & Flink, C. (2014). “Why Some and Not Others?” The Determinants of the Quality and Prestige of Public Graduate Research Universities. State Politics & Policy Quarterly 2014, Vol. 14(1) 29-49.
Horvath, F., Weber, K., & Wicki, M. (2000). International Research Orientation of Swiss Universities: Self-Regulated or Politically Imposed? Published by Springer: Higher Education, Vol. 40, No. 4 (Dec., 2000), pp. 389-408.
Ishengoma, J. M. (2016). North–South Research Collaborations and their Impact on Capacity Building: A Southern Perspective. In: T. Halvorsen and J. Nossum (2016). North–South Knowledge Networks: Towards Equitable Collaboration between Academics, Donors and Universities. African Minds. Cape Town, South Africa.
Jacob, M. (2006). Utilization of Social Science Knowledge in Science Policy: Systems of Innovation, Triple Helix and VINNOVA. Social Science Information Vol 45, Issue 3, pp. 431 - 462
Jacob, M. (2009). On Commodification and the Governance of Academic Research. Minerva: A Review of Science Learning and Policy, 47(4), 391-405.
Kasozi, A. B. K. (2016). The impact of the Uganda state management style on higher education governance, research, and post graduate training 2001-2012. Paper presented at a Colloquium on higher education, Monday, 11 April 2016, Makerere Institute of Social Research (MISR).
Kekale, J. (1999). Preferred Patterns of Academic Leadership in different Disciplinary (Sub) cultures, Higher education, 37: 217-38.
Kekale, J. (2002). Conceptions of Quality in Four Different Disciplines. Tertiary Education and Management (TEAM) 8(1), 65-80
Kuteeva, M., & Negretti, R. (2015).Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines. Elsevier.
Lam, A. (2010). From 'Ivory Tower Traditionalists' to 'Entrepreneurial Scientists'? Academic Scientists in Fuzzy University-Industry Boundaries. Social Studies of Science, 40(2), 307-340.
Lawrence, R. J., & Despr_es, C. (2004). Introduction: Futures of Transdisciplinarity. Futures, 36, 297e405.
Lewis, J. M. (2007). Intellectual Curiosity, Disciplinary Traditions and Performance Frameworks: Understanding Academic Networks. School of Political Science, Criminology and Sociology, University of Melbourne.
MacGregor, K. (2015). Transforming Makerere into a Research-led University. UniversityWorld News: 10th January 2015. Issue No: 349
Makerere University (2008a). Makerere University Strategic Plan 2008/09-2018/19. Makerere University, Kampala: Makerere University.
Makerere University (2008b). Makerere University Research and Innovations Policy. As approved by the University Council at its 112th meeting held on Thursday March 13th 2008. Makerere University, Kampala: Makerere University.
Makerere University (2009b). The policy on appointment and promotion of academic staff. As reviewed and approved by the University Council at the 106th meeting held on 6th and 7th July, 2006, amended at the 112th meeting of University council held on 10th September 2009. Makerere University, Kampala: Makerere University.
Makerere University (2013a). The University Research Agenda (2013-2018). Directorate of Research and Graduate Training, Makerere University, Kampala: Makerere University.
Makerere University (2015). Makerere University Research and Innovations Communication Strategy and Implementation Framework (RICS). Final Draft. Department of Journalism & Communication, Makerere University, Kampala: Makerere University.
Makerere University (2016). Makerere University Annual report. The Planning and Development Department, Makerere University, Kampala: Makerere University.
Mugimu, C. B., Nakabugo, M. G., Katunguka-Rwakishaya, E. (2013). Developing Capacity for Research in Higher Education. A case of Makerere University. World Journal of Education. Vol 3, No 6 (2013)
Musiige, G. (2014). Research at Makerere University: Faculty perceptions towards the factors that influence research productivity. A master’s dissertation submitted to the University of Oslo.
Nakabugo, M. G., Barrett, E., McEvoy, O., & Munk, R. (2010). Best practices in North– South research partnerships in higher education: The Irish African partnership model. Policy and Practice: A Development Education Review 10: 89–89.
Nakayiwa, F. (2015). Transforming Makerere into a Research-led University. University World News. Karen MacGregor10 January 2015 Issue No: 349.
Puplampu, B. B. (2012). “50 years of leadership in business education: determining new frontiers”, Keynote Address at Launch of 50th Anniversary celebration of University of Ghana Business School. Amegashie Auditorium, Legon, Ghana.
Puplampu, B. B. (2015). "Building the research culture in an African business school", European Business Review, 27(3), 253 – 280. http://dx.doi.org/10.1108/EBR-03-2014-0024
Sa’, C. M. (2008). Interdisciplinary Strategies’ in U.S. Research Universities. Springer Science+Business Media B.V. 2007. Higher Education (2008) 55:537–552 DOI 10.1007/s10734-007-9073-5
Schauz, D. (2014). What is Basic Research? Insights from Historical Semantics. Minerva (2014) 52:273–328 DOI 10.1007/s11024-014-9255-0.
Subotszky, G. (1999). “Alternatives to the Entrepreneurial University. New Modes of Knowledge Production in Community Service Program”. Higher education. 38(4), 401- 440.
The Times Higher Education, (2018). The World University Rankings 2018. List of the top 1,000 universities in the world. Elsevier.
Ylijoki, O-H. (2000). Disciplinary cultures and the moral order of studying – A case study of four Finnish University departments. Kluwer Academic Publishers. Journal of Higher Education, 39(3), 339-362. DOI: 10.1023/A: 1003920230873.
Ylijoki, O-H. (2003). Entangled in academic capitalism? A case-study on changing ideals and practices of University research. Higher Education, 45(3), 307-335. DOI: 10.1023/A: 1022667923715.
Ylijoki, O-H., Lyytinen, A., & Marttila, L. (2011). Different research markets: a disciplinary perspective. Higher Education, 62(6), 721-740. DOI: 10.1007/s10734-011-9414-2.
Ziman, J. (2000). Real Science. What it is and what it means. Cambridge: Cambridge University Press.
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2018-11-27
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Kaweesi, M., Bisaso, D. R., & Ezati, A. P. B. A. (2018). THE CULTURE-RESEARCH NEXUS: STAKEHOLDERS’ PERCEPTIONS OF THE CONNECTION BETWEEN DISCIPLINARY CULTURES AND RESEARCH CHOICES IN HIGHER EDUCATION. African Journal of Education and Practice, 3(3), 1 – 22. Retrieved from https://www.iprjb.org/journals/index.php/AJEP/article/view/774
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