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1.
Place is a concept used to explore how people ascribe meaning to their physical and social surrounds, and their emotional affects. Exploring the university as a place can highlight social relations affecting Australian Indigenous students’ sense of belonging and identity. We asked what university factors contribute to the development of a positive sense of place for these students. Findings are presented from two Australian universities, based on focus groups with Indigenous students, and interviews with Indigenous and non-Indigenous staff. Students prioritized relationships with academics as a key theme, stressing academic’s flexibility and understanding enabled their persistence at university. Students situationally manage self-identification, requiring academics to engage effectively with diverse students, but staff felt they required further professional development. We argue that academics can ‘make’ university places in their pedagogies and mentoring roles, but require universities to recognize this pedagogical caring as a legitimate and valued element of their work.  相似文献   

2.
Academics’ teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as teachers through the teaching context and the actors, artefacts and activities of teaching and learning. By drawing attention to these elements, academics can be encouraged to reflect on their beliefs about teaching and teacher role.  相似文献   

3.
《Africa Education Review》2013,10(3):398-414
ABSTRACT

This article reports on the results of a statistical analysis of the weekly working hours of academics in a Faculty of Human and Social Sciences at a South African university. The aim was to quantify, analyse and compare the workload of academic staff. Seventy-five academics self-reported on their workload by completing the workload measuring instrument. The results indicated that there were no statistically significant differences in the total working hours per week in terms of gender, schools, academic qualifications and positions. However, there were statistically significant differences in the hours spent performing core academic activities such as teaching and learning, administration and management, research and postgraduate supervision, and community engagement and services to the scholarly community. The results indicated inequalities in the workload allocation of academic staff, with some staff members being underutilized and others significantly over worked.  相似文献   

4.
Ingrid Moses 《Higher Education》1986,15(1-2):135-149
Research studies conducted in the USA, Britain, Australia and New Zealand which examine academic staff's attitude to the promotion procedures in their institutions have all found dissatisfaction with existing promotion practices. In particular academics are reported to be dissatisfied with the undervaluing of teaching excellence in promotion decisions.This paper discusses studies of job satisfaction and staff motivation as background to an interview study at an Australian university. Data concerning promotion issues from interviews with 104 academic staff members are presented and discussed.Interviewed staff at that university see their institution as actively encouraging research through rewards and incentives. But they perceive the university as paying only lip-service to teaching by requiring documentation of teaching performance without rewarding good performance adequately. Many also perceive the university as interested more in publications than in scholarship and some adjust their activities accordingly.  相似文献   

5.
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6.
Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice.  相似文献   

7.
Growing pressure to restructure and reform tertiary education is encouraging university academics to use innovative practices that assist students to develop ‘employable’ skills. The hybrid approach described in this paper stimulated students to be self‐directed adult learners who maximized their learning of content and skills by means of problem‐based learning and action research strategies. The lecturer also operated as a reflective practitioner and role model by using an action research approach. This paper demonstrates the value of student empowerment, communication and leadership in autonomous learning groups. It outlines methods by which academic teaching staff can build continuous improvement into a university unit’s curriculum design and processes. These can be powerful additions to lecturers’ teaching strategies and to students’ learning experiences.  相似文献   

8.
This study investigates the viewpoints of higher education managers, staff, lecturers and students on the impacts of accreditation in institutional quality management. These views are explored via a case study approach involving semi-structured interviews with key stakeholders at a leading university in Vietnam. The study’s results suggest that accreditation influences most of the university’s management activities, including programmes, teaching activities, lecturers, supporting staff, learners and facilities. We argue the influence of accreditation contributes significantly to enhancing the university’s quality of teaching, learning, research and management. Recommendations for improvement in the use of accreditation results are proposed.  相似文献   

9.
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   

10.
ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.  相似文献   

11.
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   

12.
Learning to be an artist or designer is a complex process of becoming. Much of the early phase of ‘learning to be’ occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their maturing identities as artists and designers is played by artist/designer‐academics teaching in university art and design programmes. By maintaining active art/design practices and drawing from these in their teaching, artist/designer‐academics model professional practice to students. Witnessing and interacting with such modelling is part of the process of students learning the shared discourses, views and practices of the art or design worlds to which they aspire to belong. The modelling of professional practice is critical to an artist or designer's ‘learning to be’ experience because it enables students to access the tacit and nuanced behaviours, languages and cultures that constitute contemporary art or design practice. This article outlines findings from a recent Australian study revealing the role of professional practice modelling in university art/design teaching. It highlights the centrality of professional practice modelling to artist/designer‐academics in their beliefs and approaches to teaching their academic disciplines. In critically exploring the research data and findings this article describes the role that modelling of practice plays and how it comprises a core part of the value that artist/designer‐academic participants contribute to the teaching of art/design education.  相似文献   

13.
Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions of these activities—between a mass and a universal higher education system. Major findings from the APA (Academic Profession in Asia) surveys administered in the two countries in 2011–2012 with a similar questionnaire provide hard data. However, the study also explores other contextual factors and drivers which might have affected the teaching activities undertaken by academics, their involvement in curriculum development, and their views of relevant activities. The paper argues that, although differences can be found in some aspects of the curriculum and instruction and academics’ participation in these activities during the shift from the mass to universal phase of higher education, seen from the two case studies, it is less clear that the differences show the impact of transforming from mass to universal education. The national contextual factors, especially the origins of higher education and ongoing national policies in both countries, appear to play a significant role in how current academics perceived the curriculum development and instruction, and their participation in these activities. More importantly, as fundamental changes do not necessarily occur in all aspects of the curriculum and instruction, as well as the academics’ views across universal and mass higher education systems, Trow’s research can only be partly applied to the analysis of the curriculum and instruction in both countries.  相似文献   

14.
PROJECT LEARN (http://learn.lincoln.ac.nz) was initiated in July 1997 as an in-depth staff development activity which provided targeted academics with a team of instructional designers, graphic artists, and computer consultants to help them restructure their instruction to take advantage of the interactive capabilities of the World Wide Web (WWW). A key premise was that any resources developed would engage students in exercises that promote an active learning experience. Students interact with subject-specific material, related resources, and other students and teachers. By systematically focusing on academics teaching compulsory subjects, PROJECT LEARN staff were able to create materials which are used by the greatest number of students—thereby increasing the campus-wide impact of their work. This article includes the development model, results from implementation, and a discussion of factors which have contributed to the project’s ongoing success. It concludes with a discuss of how the implementation of PROJECT LEARN compares to the University of Twente’s Implementation Model and generalizes to other university settings.  相似文献   

15.
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   

16.
Utilising critical theory, we explored the causes of the conflict that arose between academic staff on fixed-term renewable contracts and university administrators at Mzuzu University in Malawi in order to draw lessons. We collected data using semi-structured, in-depth interviews and document analysis. Ten university employees were purposively selected for interviews. The results showed that the causes of the conflict were, in the view of the respondents a mixture of: 1) a mutually antagonistic relationship between academics and university administrators; 2) less-than-effective administration of contracts by the university leadership; 3) dispute with respect to the university council’s views over the age of staff on contract; and 4) the university leadership’s negative response to a group of academics who criticised the administration. We argue that these results suggest leadership skills were less-than-satisfactory on the part of university senior management. We offer suggestions that could improve such leadership skills.  相似文献   

17.
This paper examines the impact of the application of performance indicators on the teaching and research activities of 152 university academics from four representative Australian universities. Most of the participants reported an increase in pressure to focus on the activities measured by the teaching and research performance indicators. A majority of the participants also indicated that their approach to teaching and research have changed. In research, this essentially meant focusing on external research grants applications and publications, and maximising the quantity produced from these activities. Some staff did use various strategies to increase their scores such as writing shorter papers in order to increase the quantity of publications. Moreover, a sizeable proportion of the participants indicated a shift in their work priorities towards research at the expense of teaching. One possible reason could be the lack of special incentives to increase their emphasis on teaching.  相似文献   

18.
The innovative teaching, knowledge and technology production and societal service activities of academics are largely discussed within the entrepreneurial university discourse in Higher Education journals. Therefore, this research focuses on a meta‐synthesis of Higher Education articles to better understand the concepts of the entrepreneurial university and entrepreneurial academic. After the systematic elimination based on keywords and titles, 25 articles have been selected from the top 10 Higher Education journals in the SCImago Journal Rankings. Content analysis was performed on these articles to highlight the common operational areas in entrepreneurial universities and activities of entrepreneurial academics. The meta‐synthesis shows that, both for universities and academics, entrepreneurship is overwhelmingly characterised by the commercialisation of scholarly activities that enrich institutional income revenue as well as academics’ personal income. However, such an approach can distance universities from their mission of public good; so Higher Education administrators should create mechanisms that would allow both to take place in a balanced way.  相似文献   

19.
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   

20.
This article reports an undergraduate software engineering project in which, over a period of 2 years, four student teams from different cohorts developed a note-taking app for four academic clients at the students’ own university. We investigated how projects involving internal clients can give students the benefits of engaging in real software development while also giving them experience of a student-staff collaboration that has its own benefits for students, academics, and the university more broadly. As the university involved is a Sino-Foreign university located in China, where most students are Chinese and most teaching staff are not, this ‘student as co-producer’ approach interacts with another feature of the project: cultural distance. Based on analysis of notes, reports, interviews, and focus groups, we recommend that students should be provided with communicative strategies for dealing with academics as clients; universities should develop policies on ownership of student-staff collaborations; and projects should include a formalised handover process. This article can serve as guidance for educators considering a ‘students as co-producers’ approach for software development projects.  相似文献   

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