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, to proposed changes to qualifications for students from 14-16, agreed that most students should study an "academic core", and that issues of equivalence between academic and vocation qualifications should be addressed.
We support the aims of TEF but express concern that its metrics (including student satisfaction and employment outcomes) do not capture teaching excellence and do not explore nuances in localised provision.
Our response argues for an international and multiscalar focus in the new strategic priorities.
Our response emphasises the role of geography as an independent but highly-connected discipline, and advocates for subject expertise and greater time made available in the teaching of geography.
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