Our response to ESRC proposals for managing research funding demand calls for a system based on individual researchers rather than institutional quotas or penalties.
Response submitted 2011
We recognise the current volume of submissions is unsustainable, and some form of demand management is appropriate. Amongst those who responded in the geographical community (Heads of Geography Departments across the UK) there is a stronger support for a system that is based on individual researchers rather than institutional quotas or institutional penalties.
No further information supplied.
We hope that the ESRC will adopt an approach that does not rely on institutional quotas. Institutional quotas would necessitate the introduction of internal peer review systems in universities that are complex and expensive to organise. Additionally, there is a risk that institutional politics could have too great an effect on which proposals get reviewed by ESRC, or that this initial screening stage would not be as rigorous as the ESRC process. This would not be in the interest of social science generally, particularly if, for example, early career scholars were disadvantaged or if imaginative but riskier proposals fell at the first hurdle for ‘safer’ proposals.
A system based on individual researchers rather than institutional quotas or institutional penalties.
Our response welcomes voluntary frameworks, and advocates for greater recognition of the diversity of data types and research practices.
We caution that TEF metrics must appropriately recognise issues around equality and access, and should be better defined and communicated. We support the focus on teaching quality
We do not support the separation of AS and A Level Geography, or external assessment (as opposed to moderation) of of non-exam assessment. We welcome the 80:20 balance of assessment proposed.
A call for evidence on the REF as part of Lord Stern's independent review. Our response stresses that current metrics, and definitions of output and impact, do not adequately assess research, particularly in interdisciplinary contexts.
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