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.
We welcome proposals that facilitate fair, inclusive and transparent knowledge production, but urge more consideration of uneven impact on disciplines and advocate for hybrid journals, green open access and embargoes.
Our response evaluates the 1+3 model in general, and highlights inflexible quota allocations and limited options for quantitative training as discipline-specific issues.
Our response advocates for the inclusion of coursework and consistent fieldwork across each cohort. We also support comparability of demand and content in different specifications.
Our written evidence advocates that fieldwork, as LOTC, should be part of every pupil’s education. We also convey feedback from teachers on changes to fieldwork provision.
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