How research came to dominate higher education and what ought to be done about it - Vice-Chancellor University of Canberra

Oct 15, 2026

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Explores how research became a dominating purpose of higher education and what policy choices should follow. Traces development through multiple periods shaped by national government decisions, research councils, expanded universities, and shifting balances between teaching and scholarship. Describes turbulent impacts in Australia and Britain, including growth, funding structures, and periods of “stasis,” and argues for a long-term, constructive evolution of university systems.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Research and the development of the modern university

Period I: post-Second World War growth

Period II: late 1950s to mid 1970s expansion and later stasis

Period III: recent transition and policy responsibilities

How research came to dominate higher educationand what ought to be done about it Don Aitkin Vice-Chancellor University of Canberra Former Charman,Australian Research Council ends,depending on the country,some time For the past ten years I have been deeply (with respect to the institution of parliament) involved in what has come to be called after the Second World War.For our pur- and judges(with respect to the courts)as the poses the two most important characteristics aposties of the true conservatism.There is ‘research policy’,an area of the social of universities in this period were that they some sense in hringing these groups sciences which is concerned with the best were small both in number and in size,and together,since their institutions are compar- ways to structure,support,fund and that they were not deeply involved in evaluate the human activity called research. ably ancient. Unusually for an academic,I have been But of course their links with the past can research. involved in research policy as an actor rather Period Ilbegins when the national govern-ment decides that the expansion of higher easily be overstated:electoral reforns and than as an analyst —as a member,then the modern party system transformed parlia- chairman,of my country's principal ments in the 19th and early 20th centuries,and the court system has been greatly education is a major national purpose and research grants body,as full-time chairman starts funnelling public funds into higher education for the building of new institutions enlarged and diversified,while universities, of the much larger research council that and for the support of the students who are to replaced it,as a member of the science coun- to say it again,are very different institutions attend then.It ends when that period of cil that advises our Prime Minister on such in 1990 from thcir counterparts in 1890. strong growth comes to an end.In hoth It is true that Wilhelm von Humboldt was matters,and for a few years as a sort of pro- Britain and Australia Period II began in the vice-chancellor for research of my uni- preaching the essential unity of teaching and late 1950s,and ended for most purposes in research in the early 19th century,and that versity,itself the most distinguished the mid 1970s.What characterised Period Ⅱ research institutc in the country. the Americans to sotne extent modelled their was that the number and size of universities university system on the Gernan one, These ten years have been turbulent ones grew dramatically,and that research becamean essential clement both of the work of the for our university and research system,as because of its insistence on research.It is true also that the great university labora-tories like the Cavendish and the Clarendon they have been in the United Kingdom and university and of the work expected of an indeed in most advanced countries.The tur- belong to Period I,and the leading journals bulence has come from a fundamental ten- academic member of staff.In Australia there was a ten-year episode of ‘stasis',from the in the basic disciplines were founded here sion in the universities ahout the role of mid 1970s to the mid 1980s,when growh research and its funding,and more generallyabout the role of universities in modern too.It is true that there were some depart- stopped but the habits of thought generated ments of some universities in which research society.It is about this tension that I wish to by Period I persisted. was fundamentally important and vitally The third period has just begun,and we do affected both teaching and the attitudes of speak. not know when it will end.But it is already I need to offer a second autobiographical staff to their work.Yet it has still to be said note.I am by training a historian and poli- possible to point to at least

FAQs

What are the main periods described for the development of modern higher education research?

The text divides the evolution into three periods: Period I after the Second World War, Period II beginning in the late 1950s and ending for most purposes in the mid 1970s, and a third period that has just begun.

How does the speaker view the relationship between teaching and research?

It emphasizes that research became an essential element of universities, yet the teaching-research unity and the place of scholarship versus research vary across institutions and periods, creating ongoing tension.

What drives changes in research funding and national priorities in the narrative?

National governments decide expansions of higher education, funnel public funds into research councils, and support new institutions and students, while councils and government advice shape research priorities and grant structures.

Oct 15, 2026

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