ABSTRACT
Academics are given Key Performance Indicators pertaining to academic research meaning that this takes precedent over teaching. While this research-first strategy likely contributes to their prestigious reputation, which they then leverage effectively to attract higher-quality companies to campus for jobs and networking, in my experience, they fail to utilise these connections to the fullest potential. As a business graduate who completed a bachelors at a mid-tier UK University and a Master's at a UK Russell Group University, there are notable disparities between teaching approaches and learning priorities within these higher education institutions. In utilising Illeris’ three dimensions of learning framework within a University context, cognition is, in my experience, fulfilled through both types of institution, although skills development is reliant on practical application, which my mid-tier institution seemed to integrate more effectively.
