used for other purposes, leaving the core activity essentially unfunded, and relying on volunteerism to actually happen. This is explored in a review of the literature as well as fieldwork, interviewing senior figures in both University and NHS who are in charge of teaching or funding allocations. Probably no organisation or set of individuals meant to disadvantage undergraduate teaching in the NHS. However, the large sums involved discouraged any major change of the SIFT formula, for fear of destabilizing hospital finances and therefore their primary function, to treat the sick. In the University sector, it is an accepted modus operandi to use student funding to invest in prestigious and generating activities in the University. An understanding of why the NHS and Universities acted as they did is attempted, by drawing on the field of behavioural economics, using concepts of mental accounting and fungibility of monetary income. As the funds were poorly accountable, and could be considered a type of windfall income, attitudes to spending it, and accounting for the spending, were markedly different to regular, earned income. This exploration of economic behaviour might touch on some of the root causes of the consequences and unintended consequences of the funding system for undergraduate medical education. Table of Contents Introduction Research Approach and Methodology Documentary Analysis Core literature Analysis Economic methodology Empirical Methods Interview Interview Methodology
used for other purposes, leaving the core activity essentially unfunded, and relying on volunteerism to actually happen. This is explored in a review of the literature as well as fieldwork, interviewing senior figures in both University and NHS who are in charge of teaching or funding allocations. Probably no organisation or set of individuals meant to disadvantage undergraduate teaching in the NHS. However, the large sums involved discouraged any major change of the SIFT formula, for fear of destabilizing hospital finances and therefore their primary function, to treat the sick. In the University sector, it is an accepted modus operandi to use student funding to invest in prestigious and activities in the University. An understanding of why the NHS and Universities acted as they did is attempted, by drawing on the field of behavioural economics, using concepts of mental accounting and fungibility of monetary income. As the funds were poorly accountable, and could be considered a type of windfall income, attitudes to spending it, and accounting for the spending, were markedly different to regular, earned income. This exploration of economic behaviour might touch on some of the root causes of the consequences and unintended consequences of the funding system for undergraduate medical education. Table of Contents Introduction Research Approach and Methodology Documentary Analysis Core literature Analysis Economic methodology Empirical Methods Interview Interview Methodology generating
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