Capitalising on the Research Investment a Fundamental Dilemma

Capitalising on the Research Investment – a Fundamental Dilemma for the Research-Intensive University Paul Bailes Head, School of Information Technology and Electrical Engineering The University of Queensland AUSTRALIA

Outline • • • Models of “University” Imperatives to Research Investment Cross-subsidisation from Teaching Return on Investment Conclusions

• • • Models of “University” Imperatives to Research Investment Cross-subsidisation from Teaching Return on Investment Conclusions

Models of “University” • • Theological seminary Liberal arts academy Technology institute Other special-purpose institute – Medicine – Mines – Agriculture • Comprehensive, Research-intensive – Universitas 21 – Group of 8 – Etc.

• • • Models of “University” Imperatives to Research Investment Cross-subsidisation from Teaching Return on Investment Conclusions

Imperatives to Research • Staff advancement • Government policy • Benefits of research-teaching nexus – technology transfer: lab classroom – skills for lifelong learning – develop “educated” population • “know that you don’t know”

• • • Models of “University” Imperatives to Research Investment Cross-subsidisation from Teaching Return on Investment Conclusions

Research Investment • Grants – Direct costs • Dedicated research staff • Equipment • Universities – Overheads (60% direct costs) • Admin • Network • Library – Principal investigators’ time (similarly)

• • • Models of “University” Imperatives to Research Investment Cross-subsidisation from Teaching Return on Investment Conclusions

Cross-subsidisation from Teaching • Reputation enhances revenue • Teaching subsidises research Teaching Research

• • • Models of “University” Imperatives to Research Investment Cross-subsidisation from Teaching Return on Investment Conclusions

Return on Investment • Teaching business needs to benefit from investment in research reputation Teaching Research

Return on research investment • Undergraduates? – Poor self-image – Anti-intellectual advertising • Research higher degrees? – Scholarships/fee waivers – Equipment • Coursework masters? – No time to spend

• • • Models of “University” Imperatives to Research Investment Cross-subsidisation from Teaching Return on Investment Conclusions

Conclusions • Research needs to be fully-costed – Can’t be short-cut – Staff time – Research student sships etc. • Cross-subsidisation impacts upon teaching quality • Research-capitalisation plan needs to be in place before significant (unfunded) research is undertaken