[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595315-105":59,"doc-detail-595315-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","how-research-came-to-dominate-higher-education-and-what-ought-to-be-done-about-it-vice-chancellor-university-of-canberra","How research came to dominate higher education and what ought to be done about it - Vice-Chancellor University of Canberra","","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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-research-came-to-dominate-higher-education-and-what-ought-to-be-done-about-it-vice-chancellor-university-of-canberra/595315/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-research-came-to-dominate-higher-education-and-what-ought-to-be-done-about-it-vice-chancellor-university-of-canberra/595315.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the main periods described for the development of modern higher education research?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the speaker view the relationship between teaching and research?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"What drives changes in research funding and national priorities in the narrative?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595315,1792889791,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","How research came to dominate higher educationand what ought to be done about it  \nDon Aitkin  \nVice-Chancellor  \nUniversity of Canberra  \nFormer Charman,Australian Research Council  \nends,depending on the country,some time  \nFor the past ten years I have been deeply  \n(with respect to the institution of parliament)  \ninvolved in what has come to be called  \nafter the Second World War.For our pur-  \nand judges(with respect to the courts)as the  \nposes the two most important characteristics  \naposties of the true conservatism.There is  \n‘research policy’,an area of the social  \nof universities in this period were that they  \nsome sense in hringing these groups  \nsciences which is concerned with the best  \nwere small both in number and in size,and  \ntogether,since their institutions are compar-  \nways to structure,support,fund and  \nthat they were not deeply involved in  \nevaluate the human activity called research.  \nably ancient.  \nUnusually for an academic,I have been  \nBut of course their links with the past can  \nresearch.  \ninvolved in research policy as an actor rather  \nPeriod Ilbegins when the national govern-ment decides that the expansion of higher  \neasily be overstated:electoral reforns and  \nthan as an analyst —as a member,then  \nthe modern party system transformed parlia-  \nchairman,of my country's principal  \nments in the 19th and early 20th centuries,and the court system has been greatly  \neducation is a major national purpose and  \nresearch grants body,as full-time chairman  \nstarts funnelling public funds into higher  \neducation for the building of new institutions  \nenlarged and diversified,while universities,  \nof the much larger research council that  \nand for the support of the students who are to  \nreplaced it,as a member of the science coun-  \nto say it again,are very different institutions  \nattend then.It ends when that period of  \ncil that advises our Prime Minister on such  \nin 1990 from thcir counterparts in 1890.  \nstrong growth comes to an end.In hoth  \nIt is true that Wilhelm von Humboldt was  \nmatters,and for a few years as a sort of pro-  \nBritain and Australia Period II began in the  \nvice-chancellor for research of my uni-  \npreaching the essential unity of teaching and  \nlate 1950s,and ended for most purposes in  \nresearch in the early 19th century,and that  \nversity,itself the most distinguished  \nthe mid 1970s.What characterised Period Ⅱ  \nresearch institutc in the country.  \nthe Americans to sotne extent modelled their  \nwas that the number and size of universities  \nuniversity system on the Gernan one,  \nThese ten years have been turbulent ones  \ngrew dramatically,and that research becamean essential clement both of the work of the  \nfor our university and research system,as  \nbecause of its insistence on research.It is  \ntrue also that the great university labora-tories like the Cavendish and the Clarendon  \nthey have been in the United Kingdom and  \nuniversity and of the work expected of an  \nindeed in most advanced countries.The tur-  \nbelong to Period I,and the leading journals  \nbulence has come from a fundamental ten-  \nacademic member of staff.In Australia there  \nwas a ten-year episode of ‘stasis',from the  \nin the basic disciplines were founded here  \nsion in the universities ahout the role of  \nmid 1970s to the mid 1980s,when growh  \nresearch and its funding,and more generallyabout the role of universities in modern  \ntoo.It is true that there were some depart-  \nstopped but the habits of thought generated  \nments of some universities in which research  \nsociety.It is about this tension that I wish to  \nby Period I persisted.  \nwas fundamentally important and vitally  \nThe third period has just begun,and we do  \naffected both teaching and the attitudes of  \nspeak.  \nnot know when it will end.But it is already  \nI need to offer a second autobiographical  \nstaff to their work.Yet it has still to be said  \nnote.I am by training a historian and poli-  \npossible to point to at least","cbCaihjesvDYO0d7","https://ap.wps.com/l/cbCaihjesvDYO0d7","pdf",310953,"English","# Research and the development of the modern university\n## Period I: post-Second World War growth\n## Period II: late 1950s to mid 1970s expansion and later stasis\n## Period III: recent transition and policy responsibilities","[{\"question\":\"What are the main periods described for the development of modern higher education research?\",\"answer\":\"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.\"},{\"question\":\"How does the speaker view the relationship between teaching and research?\",\"answer\":\"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.\"},{\"question\":\"What drives changes in research funding and national priorities in the narrative?\",\"answer\":\"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.\"}]","How research came to dominate higher education and what ought to be done about it - Vice-Chancellor University of Canberra | PDF",1792080872]