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1.
Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. 相似文献
2.
Helen Sword 《高等教育研究与发展》2014,33(4):783-793
This article offers an unconventional cost–benefit analysis of three academic development initiatives at a large Australasian university: a three-day foundation course for new academics, a series of one-on-one teaching consultations and a two-year postgraduate certificate program. Weaving together qualitative, quantitative and arts-based methodologies, I examine the pros and cons of each mode, arguing that higher education research is enriched rather than diminished by hybrid strategies that challenge the status quo. 相似文献
3.
Universities are built upon the collaborative work of academic staff and students, yet the nature of this work has been undergoing profound and rapid change. Pressures within Australia’s higher education sector have led to a fracturing of traditional academic roles and growing feelings of disconnection. While there have been many narrative, ethnographic and autoethnographic explorations of academic work, few studies have employed visual arts-informed methodologies to interrogate the ways in which academics represent their teaching, research and community engagement work. In this article we outline findings about academics’ views of their teaching work. These findings surfaced from an arts-informed participatory research project, that sought to open up a space for (re)presentations of academic work. With a focus on teaching, three through lines emerged during the analysis: voicing absences and resistances; initiating layers of reflexive moments and expressing complexity through collage. We argue that the academics’ responses allow us to trace the emotional terrain of contemporary academic work. They also open up ways to unpack, express and make visible academics’ complex thoughts, feelings and ideas about teaching practices. 相似文献
4.
Sue Johnston 《Teachers and Teaching》2013,19(2):257-272
Abstract Recent studies of academic work have identified increasing pressures on universities and academics throughout the world. These pressures relate to such factors as diminishing resources available to the higher education sector, widening diversity of the student clientele, moves for increased accountability and tensions between the research and teaching goals of academic work. Among the pressures being placed on the teaching component of academic work are the need for increased accountability of teaching performance and the need to update professional competence related to teaching. This paper reports a study of a selected group of academics — relatively junior staff who have participated in significant professional development activities related to their teaching. The data provided by the interviews with these academics allow a glimpse at their academic lives and how they fit teaching and professional development related to teaching into their working lives. The study highlights how these academics structure their work around their teaching commitments and how, although they make time available for professional development related to their teaching, this is done in response to the activities offered rather than as a proactive component of their career planning. 相似文献
5.
The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one semi-structured interviews were used to explore academics’ experiences of mentoring, with a view to understanding the broader benefits mentoring might offer to the academic community. Findings from the study highlight that in an era where change is pervasive tertiary education providers should consider implementing mentoring as a valuable approach for supporting the work of academics. The academics in this research explained that through mentoring, they learnt how to build professional relationships and friendships; it helped them develop a sense of personal satisfaction; acted as a catalyst for career and leadership enhancement; expanded understandings of teaching and research and as a consequence of engaging in self-reflection it opened up new ways of thinking about their work. 相似文献
6.
Exploring Academic Identities and Practices in a Competitive Enhancement Context: a UK-based case study 总被引：1，自引：0，他引：1
This article proposes that in a context where the roles assigned to academics are increasingly complex, where academic work is visibly managed and monitored with an emphasis on teaching quality and professionalised practices, better understandings of academic identities might emerge from a focus on the teaching dimension of the academic role. It seeks to capture this dimension through a theoretical framework that takes account of the context and realities in which academics operate.
It examines this complexity through a set of policy initiatives aimed at enhancing the teaching function in UK universities, and a brief report on a study of 18 UK academics focusing on the nature of academic labour. It argues that the teaching dimension of the academic role cannot be usefully studied from outside the context in which academics evolve and construct their apprehensions of teaching practice, and without paying attention to the degree of agency available to them in the context where they operate. It points to the negative impact of competing initiatives directed disjointedly at teaching and research. 相似文献
It examines this complexity through a set of policy initiatives aimed at enhancing the teaching function in UK universities, and a brief report on a study of 18 UK academics focusing on the nature of academic labour. It argues that the teaching dimension of the academic role cannot be usefully studied from outside the context in which academics evolve and construct their apprehensions of teaching practice, and without paying attention to the degree of agency available to them in the context where they operate. It points to the negative impact of competing initiatives directed disjointedly at teaching and research. 相似文献
7.
Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive. This paper reports research that critically examined the commonalities between a pre-established set of discourses about resistance to teaching development and views about teaching and learning in academics’ comments on student evaluations of teaching. The comparative study and the identification of commonalities are used to speculate about implications for academic development approaches both with teachers and institutions. 相似文献
8.
For 40 years, the ‘staff teaching seminar’ has aimed to prepare academics to meet the complex demands of university teaching. In Aotearoa/New Zealand (NZ), as elsewhere, the seminar emerged in the late 1960s–early 1970s, and preceded centrally funded academic development (AD) centres. Targeting new academics, the programme typically focused on core activities of university teaching and blended presentations by experienced academics from various disciplines with group activities and plenary discussions. Several decades on, this pedagogical space is plainly recognisable as a core site of AD in NZ today. In order to problematise AD’s ambitions for this site and others like it, this essay refracts past and present versions through the prism of heterotopia. In so doing, we sound a warning about AD’s implication in the inexorable rise of governmentality in our institutions. We also, though, recognise the ways in which the staff teaching seminar eludes such forces. 相似文献
9.
Velda McCune 《牛津教育评论》2018,44(3):307-321
This paper focuses on extending our limited understanding of how the teaching and assessment practices of experienced academics develop. The development of academics as teachers is increasingly seen as a key focus but much of the research in this area has focused on formal educational development initiatives. The analysis presented here investigates how experienced academics describe what has shaped their emerging pedagogical practices over time. The emphasis is on participants’ informal experiences. Three foci were identified as the most important for these participants’ developing practice: the choices participants made about using time in pressured contexts; the interplay between digital technologies and participants’ practice; and the conversations which participants had about their teaching and assessment. The implications presented for future research and development work emphasise influencing the institutional policy context and the value of working creatively with the complexities of emerging academic practices. 相似文献
10.
Peter G. Taylor 《International Journal for Academic Development》2013,18(2):42-49
Abstract In this discussion I map a process through which academic developers might become players rather than pawns in their work within changing universities. In doing so, I draw on recent research into the way academics respond to the pressures on them to adopt more flexible teaching practices, including the use of information and communication technologies in those practices (Taylor, Lopez & Quadrelli, 1996). Four themes are reflected in the findings of that research: tribalism; community; the need for refuges (for safety); and the value of guiding principles to the development of new practices. I explain the origin and meaning of these themes, and explore the relationships between them and their implications. My argument is for the development of communities in which university staff can innovate in contexts which provide constructive, as distinct from judgemental, feedback and support. That is, communities which are sources of both safety and challenge. Before moving to discuss those four themes I locate the discussion within a set of ideas concerning the relationship between educational reform and professional development. 相似文献
11.
Monica A. van Winkel Roeland M. van der Rijst Rob F. Poell Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice. 相似文献
12.
Overcoming Fragmentation in Professional Life: The Challenge for Academic Development 总被引：1，自引：0，他引：1
Stephen Rowland 《Higher Education Quarterly》2002,56(1):52-64
This paper portrays the fragmented nature of higher education, experienced in terms of a number of fractures. I have chosen to concentrate here on five of these fractures or fault lines: the diverse assumptions about the nature of higher education; the separation between teachers and learners; the separation between academic staff and those who manage them; the split between teaching and research; and the fragmented nature of knowledge itself. Policy initiatives have tended to aggravate these fractures. I suggest that the task for academic development is to work within these fractures, to attempt to create coherence in academic practice. To do this, we need to develop a series of critical conversations between teachers and learners, between academics and managers and between the disciplines. Such conversations might be seen as contributing to the development of a new academic professionalism. The first and foremost subject of this thinking together must concern the purposes of higher education itself. 相似文献
13.
The ‘entrepreneurial university’, family and gender: changes and demands faced by fixed-term workers
Minna Nikunen 《Gender and education》2014,26(2):119-134
Managerialism and neoliberal changes and demands influence the work and family lives of academics differently in different positions and contexts. In this article, I explore how Finnish academics on short fixed-term contracts have been treated, and how they interpret recent changes and their effects on their work and private lives. I ask how the demands and changes are gendered and what consequences they have for work–family balance and gender equality, as well as whether the changes have been internalised or resisted. Managerialism seems to create new ways to govern oneself and to approach academic work, home, children and gender. I argue that these profound changes are veiled by more visible reforms that seem to threaten academic autonomy, such as time surveillance. 相似文献
14.
In this paper we review the current debate regarding the work of academic developers in higher education and their rightful “place” in higher education, particularly with regard to notions of the discipline, research and scholarship of teaching. We describe and compare the work of discipline academics and academic developers and argue that the two are more similar to each other than different. We acknowledge the challenges and tensions that exist in the overlap between the domains of expertise of discipline academics and academic developers, and attempt to articulate sources of these tensions in a conceptual model. Ultimately we defend two propositions: (1) that academic developers are, by the nature of their work, academics, and (2) that the discipline that academic development is a part of, namely the discipline of higher education, is a legitimate academic discipline in its own right. The consequences of these two propositions are explored. 相似文献
15.
Abstract This paper stems from conversations between the authors who recently came to work together in staff and educational development. Having pursued different academic careers in Higher Education (HE), we questioned whether we had a common understanding of our academic community. In particular, we discussed two aspects. First, the extent to which our different disciplinary backgrounds influenced our perspectives on academic practice and our attitudes and approaches to staff and educational development. If we held different views on academic practice, how many other variations were we likely to encounter? Second, we felt it important to be sensitive to the needs of our colleagues in terms of their practices. The research that emanated from our discussions began with an empirical study, reported in this paper. We explore tensions between the various work activities performed by academics at the University of Sheffield. Eighty staff maintained a diary over a specified week early in the academic year 1997‐98. They recorded time spent on the activities of research, teaching, administration, external work, and professional development. Biographical data, including staff grade, length of service in HE, and length of service at the University were collected via a questionnaire attached to the diary. It would appear that the majority of academics surveyed support a role in both teaching and research, with a preference to spend more time on research at the expense of administration but not at the expense of teaching. These empirical data help us to understand more about the role of academics in changing times, and how we, as staff and educational developers, might become more effective and efficient. 相似文献
16.
17.
This paper reports on the practice of buying-out teaching to create time for research. A study was carried out, at a regional
university in Australia, with academics in receipt of research grant funds (and therefore with the means to buy out teaching),
Heads of School, and the Deputy Vice Chancellors responsible respectively for research and for academic matters. We found
that while eligible academics did buy out teaching by employing casual staff, most of them worried about the potential effects
on teaching quality and students’ learning. Heads of School were more sanguine about possible effects on teaching. Decision
making by academics about whether to buy out teaching, and by Heads of School about whether to allow it in particular cases,
took account of a number of factors. Some teaching activities were seen as higher-risk than others for buying-out. It was
uniformly recognised by all parties that buying-out did not result in complete relief from the teaching activity that was
bought out; a great deal of time and energy needed to be invested by the academic in making appropriate arrangements and monitoring
the quality of work undertaken by the casual staff. The paper suggests that clearer policies need to be instituted in this
area; academics were unsure what buying-out was allowed or acceptable, and would benefit from more discussion of the practice. 相似文献
18.
19.
Tony Harland Raja Maznah Raja Hussain Aishah Abu Bakar 《Teaching in Higher Education》2013,18(1):38-48
This paper explores the adoption of the scholarship of teaching and learning (SoTL) by 10 Malaysian university academics. SoTL was part of a pioneering sector-wide initiative for improving teaching and learning. The qualitative study showed that there had been no true learning phase for SoTL because academics had high expectations of rapid success in their new research area, including journal publication. Most of their peers did not understand or value SoTL and so SoTL researchers established minority self-sustaining groups across disciplines and universities. SoTL brought new ways of thinking about teaching that were transformational for the teacher but not necessarily welcomed by the students. Students resisted radical change, and teachers were drawn back to educational practices they no longer valued. SoTL was experienced in a hierarchical educational culture where questioning of self and others was difficult and this hindered teacher development. We conclude with recommendations about realistic expectations and the importance of social learning for those considering SoTL for academic development. 相似文献
20.
Helen Flavell Lynne Roberts Georgina Fyfe Michelle Broughton 《The Australian Educational Researcher》2018,45(2):179-194
This qualitative study reports on findings from interviews with ten academics in an Australian university six to twelve months following academic workforce reshaping and the widespread introduction of teaching academic roles. The research aimed to determine how the workforce reshaping impacted on the capacity of academics with teaching responsibilities to engage in the Scholarship of Teaching and Learning (SoTL). Findings indicate that whilst academics were willing to undertake SoTL, participants’ capacity to engage was hampered by the workload model, middle academic leaders’ capacity to define and lead SoTL, and a perceived lack of SoTL value. A major concern for participants was that shifting goal posts (in relation to roles and expectations) would make it difficult to successfully apply for future academic work. The research indicates the need for the sector to consider the selection criteria for middle leadership roles, as well as ongoing academic leadership development to support adaptability and change agility. 相似文献