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The content of what teachers teach is in danger of being lost in the flak of the research-teaching debate (Letters, THES, July 25). In a general climate of dumbing down, overemphasis on content-free teaching methods is the problem, not the solution.

Protecting and promoting research among lecturers is a fundamental, not optional, part of what constitutes a university environment. The fact the subject is even up for debate is a worrying sign of the potted-plant brigade's strength.

Research overtly demonstrates the higher level of subject expertise one would hope was essential to institutions aptly named higher education.

Paul A. Taylor
Institute of Communications Studies
University of Leeds