Mapping the barriers: an exploratory case study of research engagement among teaching-focused academic staff in higher education
Abstract
The increasing presence of teaching-focused roles in higher education has prompted growing concern about how such academics are supported to engage in research. Despite being expected to engage in research activities, many staff in these roles face significant barriers, ranging from high teaching workloads and limited access to funding, to institutional frameworks that prioritise research-led models of academic success. This study examines a key gap in the literature by exploring the lived experiences of teaching-focused staff and evaluating the interconnected nature of these barriers. This qualitative study drew on semi-structured interviews with 16 teaching-focused academics at a post-1992 United Kingdom (UK) university. Thematic analysis was employed to identify key challenges, which were then mapped using causal loop diagramming to visualise how organisational, structural, personal, and external-level factors interact systemically. The resulting model was validated through a workshop with participants. Findings highlight complex feedback loops that compound the difficulties faced by staff. A lack of clarity around research expectations, limited mentorship opportunities, and performance metrics misaligned with teaching-focused roles also emerged as critical issues. This study offers both conceptual and practical contributions and provides a holistic view of the dynamics at play and identifies leverage points for institutional intervention. The study calls for targeted support structures, including ring-fenced research time, formal mentoring schemes, and recognition of alternative scholarly outputs, to better integrate teaching-focused academics into research cultures. Moreover, the study reimagines what inclusive research engagement could look like in an increasingly diverse academic workforce, and how institutions might respond more equitably to the needs of all academic staff.