Conditions affecting policy implementation in research-intensive universities : perceptions from academics

Chircop, James and McArthur, Jan (2024) Conditions affecting policy implementation in research-intensive universities : perceptions from academics. PhD thesis, Lancaster University.

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Abstract

Background The Teaching Excellence Framework (TEF) can be described as a scheme of teaching excellence that was introduced to promote teaching excellence and enhancement in England. However, its reception in research-intensive universities remains underexplored. The study investigates how academics in such institutions perceive and respond to the TEF as a policy instrument. Purpose The study sought the perceptions of academics in research-intensive universities regarding the TEF, aiming to examine its impact on their experiences and attitudes, and what these perceptions reveal about conditions affecting policy implementation at this type of university. Methodology and methods A qualitative, interpretivist approach was adopted. Semi-structured interviews were conducted with 14 academics from five research-intensive universities in England. Data were analysed using thematic analysis. The idea of the implementation staircase was used to interpret the findings. Results Five major themes emerged: lack of familiarity with the TEF, perceptions of a lack of relevance of the TEF to the academics, unsympathetic attitudes towards it, the TEF inducing anxiety in staff and perceptions of it as unhelpful. One minor theme also emerged, the TEF instigating the promotion of teaching-focused careers. Academics perceived the TEF as disconnected from their institutional and professional realities, often regarding it as irrelevant to their research-oriented roles. Conclusions The findings reveal a significant dissonance between the TEF’s policy intentions and its enactment at the bottom of the staircase — the academic level — in research-intensive universities. Various factors are suggested to shape the enactment, mainly research as the cultural priority, perceived institutional messages regarding the TEF of research supremacy and assurance rather than enhancement and a perceived pressure from the TEF to meet teaching excellence expectations. The study suggests that policy can consider the factors affecting those on the ground at different types of locations, as these condition policy implementation.