ABSTRACT
By demonstrating variation in how research is experienced, the framework outlined here provides a basis for understanding a number of phenomena relating to research in higher education which have hitherto been insufficiently understood. Since each variation entails different kinds of orientations in relation to research output and achievements, the framework may provide a useful tool in performance review discussions. For example, the trading variation, with its external, product orientation, may be more likely to lead to publication than, for example, the layer variation, with its internal, process orientation. Thus, it may be possible, on the basis of a knowledge of the variations, to discuss future research output.
