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Incentive-Driven Research at the University of Transkei

duce knowledge for a variety of purposes such as civic, regional, national and international purposes. In some cases it may be the production of knowledge for no specific purpose ‘beyond the realization that most knowledge eventually comes to serve mankind’ (Kerr, 1963, p. vii). How is this knowledge acquired other than by means of research and publication? Academics at universities are engaged in research and publication as part of their career for various extrinsic and intrinsic reasons. To begin with, it can be argued that one of the purposes of universities is to carry out research that can lead to solutions of local, national and international problems. ‘We have come to see problems as inherently capable of solution, and to regard research as the mechanism through which important problems are solved’ (Aitkin, 1991, p. 239). Omari (1991) states that ‘Research is the essence of scholarship and a necessary condition for the existence of the university, since without excellence in scholarship there can be no excellence in teaching, training, social reflection, and service’ (p. 182). Many academics engage in research in response to peer pressure, university expectations and social satisfaction and reinforcement derived from publication (Lawrence and Blackburn, 1988; Noble, 1989; Aitkin, 1991; Mwamwenda, 1994b). Tien and Blackburn (1996) further point out that research productivity can bring behavioural reinforcements such as salary increases, peer recognition, pure enjoyment, the search for the truth and the sheer experience of sharing knowledge with other researchers, academics and scholars. Through research there is advancement and dissemination of knowledge; teaching is enhanced; so is one’s personal status and the reputation of the university (Volkwein and Carbone, 1994; Dye and Mwamwenda, 1995; Mwamwenda, 1996; Park, 1996). Quality university education cannot be realised without research being an integral component (Moleah, 1995). ‘Without research, education turns into a consumer product, neither original nor creative, nor inspiring independence of thought’ (Mamdani, 1995, p. 24). It can be argued that research and scholarship are ‘the core dimension of the professional identity of the academic profession’ (Techler, 1995, p. 30). 49 Incentive-driven research at the University of Transkei