Much has been written about the challenges of teaching and working as a college higher education (CHE) teacher (Creasy, 2013; Fenge, 2011; Golding Lloyd and Griffiths 2008; Turner et al., 2009a). Teaching hours and lack of remission for HE teaching, switching between academic levels and serving two policy and quality assurance masters has long been a feature of this literature (Kumari, 2017; Springbett, 2017; Turner et al., 2009b).
This Think Piece is formed of opinions that are my own and relate to a specific sector of CHE (landbased education which includes animal, equine, agriculture, horticulture, countryside management studies), but it is likely to resonate (to a greater or lesser extent) with all CHE sectors. My main concern is the relationship between validating universities and colleges delivering their qualifications, particularly with regard to research and scholarship capabilities
