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1.
Neo-liberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. The paper proposes that while managerialism in modern universities is now the norm, corporate approaches have disempowered academics in their institutions and reduced productivity because they ignore the nature of academic work. Using Foucault’s conception of power relations in institutions, policies that directly affect academic work such as workload allocation and performance management are identified as key ways in which power is exercised in universities. The paper reports on a case study in one university which explored the relationship between the academic workload allocation and performance management policies and concludes that a more balanced power relationship is needed in which academics can have more influence over these key processes which control their work so they preserve the self-managed aspects of academic work and the intrinsic motivations driving their careers.  相似文献   

2.
Neoliberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. This paper critically examines these developments in institutions and draws on evidence from universities across the sector and a detailed case study in one university to identify the impacts of these changes on academic work. Given its ubiquity and the link of academic productivity to institutional experience, the paper argues that assumptions underpinning academic performance management need to be rethought to recognise the fundamentally intrinsic motivational nature of academic work. The paper explores the effects of performance management on individual academics as a case study in one institution and proposes a re-design of academic performance management to improve productivity based on the evidence.  相似文献   

3.
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   

4.
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   

5.
ABSTRACT

Criticisms have been levelled at academics at a time when funding of universities is increasingly tied to private and corporate purposes and when academics are held accountable through a hierarchy of functions. Claims are also made that academics work within narrow specializations and are removed from real-world experience and problems. Boyer’s model of scholarship offers four categories of scholarship that remain relevant to understanding and guiding the work of academics, including how they engage with communities. To explore the nature of academics’ work, we draw on data provided by a group of academics who participated in a research project using both sociological elicitation and visual arts-based research methodologies. The participants were asked to explore what various aspects of current academic work mean for them by providing an image and text, akin to creating a postcard. In this article, we focus on responses they provided to the prompt ‘Community engagement is?…?’ The postcards show how community engagement can be interpreted in diverse ways and that, along with teaching and research, community engagement are all integrated, mutually reinforcing drivers and outcomes of academic work.  相似文献   

6.
Abstract

This paper explores ways to bridge the separation that currently exists between the worlds of teacher research and academic research. Currently, many teachers feel that educational research conducted by those in the academy is largely irrelevant to their lives in schools. On the other hand, many academics dismiss the knowledge produced through teacher research as trivial and inconsequential to their work. In this paper, it is argued that our vision of educational research should include both teacher produced knowledge and knowledge produced by those in the academy, and take the position that the processes of teacher development, school reform, and teacher education can greatly benefit from occasions when academic and teacher knowledge cross the divide that currently separates teacher knowledge from academics and academic knowledge from teachers. Two specific examples are discussed that illustrate instances where academic knowledge and teacher knowledge have improved teaching, together with the assumptions regarding voice, power, ownership and status which make them successful cases. One case deals with the teaching of mathematics in the elementary school and the other is concerned with the teaching of language minority students. Also discussed are several ways in which knowledge produced by teachers and others who work in schools can potentially benefit academic research and teacher education programs in colleges and universities.  相似文献   

7.
The study of recruitment practices for teacher educators (TEs) in Aotearoa New Zealand (NZ) universities reveals the academic category of TE constituted along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher’s practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of TE who can service the full scope of university-based initial teacher education (UBITE). Recent recruitment practices have, however, focused on employment of professional experts and traditional academics. Drawing from document analyses and interviews, we present a picture of changing work for TEs. Our study argues that policy environments and universities’ responses are changing the objects, rules, and divisions of labour in UBITE. We comment on the evolution of initial teacher education in NZ, its likely trajectory, and its potential for development.  相似文献   

8.
The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between research and teaching, how the purposes of universities are defined and the status of research in Education are current UK higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings, documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics, their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research–teaching relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and research/teaching connections viewed have international as UK relevance.  相似文献   

9.
Despite universities’ enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has neglected the impact of language proficiency on professional identity. This article uses autoethnography to document conversations about language ability during my first two years as an academic in a French-language university. My responses to language-related comments evolved over time, reflecting how I positioned myself as a linguistic – or audible – minority, vis-à-vis the linguistic majority. Using cultural phenomenology, the findings highlight the interactional, unstable nature of international academic identities and the importance of positive collective support for international academics who shift from majority to minority linguistic status.  相似文献   

10.
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   

11.
Ray Over 《Higher Education》1993,26(3):313-329
Academics in Australian universities who were lecturers in 1978 and senior lectures by 1988, or senior lecturers in 1978 and readers/associate professors by 1988, are compared with academics who had remained at the same level of appointment over this period. Career advancement was associated not only with demographic variables, but with work habits, and level of performance in research-related academic roles. These measures were themselves intercorrelated. The variables that most distinguished the academics in the sample who had been promoted from those who had not included rate of publication in refereed journals, level of citation, research grants applied for and obtained, and the number of PhD students under a person's supervision. Likelihood of promotion was correlated negatively with self-reported commitment to teaching. This demonstration that career advancement is associated primarily with an academic's record of achievement in research is consistent with claims in the literature about the incentive and reward system operating within Australian universities.  相似文献   

12.
This paper reports views of academic staff from five Australian institutions of higher education on a number of issues relating to teaching and research and changes affecting their work since the introduction of the unified national system. While most academics are satisfied with their jobs, staff morale is given a low rating. Academics cite a number of limitations experienced in carrying out their research and teaching. The academic work week is just under 50 hours, but there are clear differences between the established and newer universities in the apportioning of time to research and teaching related activities. This pattern is repeated in the publication record, grant success and perceived pressure to upgrade professional qualifications. The data suggest that the newer universities feel under pressure to emulate the structure and organisation of the traditional “elite” universities rather than seeking a legitimate niche for their particular type of operations within the unified national system. This means that for some years they will find considerable difficulty competing with traditional universities using the standard measures of research performance.  相似文献   

13.
Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.  相似文献   

14.

Through the dual tasks of teaching and research, academics have traditionally been in a prime position of influence; that is, to be an agent of change for both students and the social context in which they operate. There is little doubt that given the momentous changes presently taking place within universities in Australia and the UK, the academic workplace will continue to involve ongoing change. In this paper, it is argued that in the debates ranging over the effects of increased class sizes, reduction in time for research and the greater need for income-producing activities such as consultancies, effects on the university academic role are often overlooked. The shifting role of the academic from an agent of change through their academic activity to one of a victim of change is examined. The issue is explored through consideration of changes in the nature and expectations of the role as universities respond to external pressures. It is suggested that academic disengagement from the role of change agent through interaction and dialogue has potentially serious implications. These are explored in terms of possible effects on the quality of learning for students.  相似文献   

15.

Performance Indicators (PIs) are playing an increasingly important role in many western governments' approach to the management of higher education (HE) institutions, and this includes Australia. However, the introduction of PIs by these governments in the HE sector has been far from smooth. The literature on the limitations of PIs, particularly in research and teaching, are plentiful. This paper argues that an effective way to improve the application of PIs is to obtain input from university academics. It starts with a survey of the attitudes of Australian academics from four representative universities towards the application of PIs in their institutions. Although this was found to be generally negative, the academics did point out some strengths in the current PI system. Reasons for their dissatisfaction with the indicators were also covered, such as the inability of the current indicators to capture the dimensions of academic work, and privileging research over teaching. Furthermore, the academics provided numerous suggestions for improving the application of PIs in HE.  相似文献   

16.
While official reviews have concluded that Commonwealth Government programs to encourage university - industry research links have been largely successful, studies are needed to explore the extent and nature of such partnerships, and their effects within universities. Further, sections of the academic community and major media warn that industry links and university commercialisation efforts threaten traditional research and scientific values, and accepted norms of academic life including academic freedom. Survey data reported in the paper show that, on balance, industry - research links are working reasonably well for Australian science and technology academics. Some 36.7% of respondents in our sample drawn from three major Australian universities received industry research support and this group tended to be better qualified, more senior and more productive in research than academics without such partnerships. Respondents generally were well aware of both the benefits and risks of industry funding. On the positive side, respondents identified the main benefits as the provision of additional resources, support and enhanced career opportunities for students, opportunities to apply basic research results to industrial problems, less red tape than with government funding, and enhanced university prestige. On the negative side, respondents were concerned about threats to research autonomy, undesirable consequences associated with the commercialisation of knowledge, the low intellectual level of some contract work, reduced time of talented researchers available for teaching, and pressures on researchers to spend increased time on commercial activities.  相似文献   

17.
A professional academic identity is important because it supports a sense of belonging and contributes to the scholarly advancement of a discipline. However, a professional academic identity for those involved in teaching research methodology is particularly complex and diverse. This research surveyed 144 academics from 139 universities in 9 countries, who are involved in teaching research methodology, and examined the extent to which participants construct their professional academic identity around research methodology. The study also sought to examine whether participants view research methodology as a distinct discipline. Findings show that academics teaching research methods inhabit multiple identities. Some identified as expert researchers, while others associated with particular research methods, along with a clear epistemic attachment, within a particular area of scholarly inquiry. Furthermore, few participants described themselves as research methodologists, and stressed the significance of teaching research methodology as a distinct discipline. Findings also revealed that the majority of the institutions involved in the study approach research methodology as ‘a service course’ and predominantly taught by volunteer academics. This study contributes to our understanding of how research methodology courses are organized, and the broader implications of the different approaches to the scholarly advancement of research methodology as a distinct subject.  相似文献   

18.
This article explores the role that universities play in shaping the relationship between academics and their work. Drawing on Miller and Rose's interpretation of our present era as being characterised by ‘Advanced Liberal’ governance, this article demonstrates how discourses seeking to govern academic labour enrol ideals about the academic and subjectify academic staff within strategies to govern their conduct. Entrepreneurial conceptions of ‘good’ academic conduct are valorised through such initiatives as performance evaluation, interdisciplinary research programmes and Graduate Certificates of university teaching and skills development. Drawing on the past literature and an analysis of three Australian public universities, this article proposes three ideals through which academics are enrolled into strategies to govern their conduct: ‘the career academic’, ‘the tribal academic’ and ‘the celebrity academic’. The centrality of an entrepreneurial sense of self within academic ideals contributes to the production of insidious effects within academic practices. The subjectification of academics, as entrepreneurial knowledge managers, may potentially produce strain within academics who fail to close the psychological distance between their self-perceptions and academic ideals. This article proposes that future investigations of the development of academic ideals and values should engage with an analysis of modes of self-government. The utility of self-government is explored in an analysis of the dynamic production of academic ideals within policies and programmes aimed at governing the behaviour of academic staff.  相似文献   

19.
One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way academic developers engage with academics within their teaching/program teams at the discipline level. Drawing on Star Trek and nomadic space, we theorise a participatory, situative approach to engaging disciplinary academic teams in the internationalisation of the curriculum process. We illustrate this from our work with teaching/program teams in two Australian universities.  相似文献   

20.
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