Examining Unbundled Academic Professions : Experiences of Teaching-focused Academics in Australian Universities

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  • 大学教授職の役割細分化現象と課題 : オーストラリアの教育担当教員を事例に
  • ダイガク キョウジュショク ノ ヤクワリ サイブンカ ゲンショウ ト カダイ : オーストラリア ノ キョウイク タントウ キョウイン オ ジレイ ニ

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Abstract

This paper examines the big-picture changes and driving forces behind the institutionalization of teaching-focused academic appointments and the issues they face in Australian universities. There is increasing evidence that academic work has diversified as a result of a variety of forces, including the massification of higher education, advancement of technologies, managerialism, and so forth, in many countries. In response to such a situation, Australian universities introduced differentiated academic roles, which is part of an international trend. According to the literature, there are a number of different and contradictory reasons for introducing teaching-focused appointments, from raising the status of teaching and creating career paths for excellent teachers to improving institutional research rankings by transferring research-inactive academic staff to teaching-focused appointments. Emerging issues with teaching-focused appointments include 1) stratification of academic staff with teaching-focused academic standing below teaching-research academic; 2) unclear expectations, criteria for promotion, and role description; and 3) insufficient governance and management. To understand the impact of having unbundled academic professions, it is necessary to conduct more empirical studies to capture living experiences of teaching-focused academics. Future research might also look at the outcomes of discussion by different stakeholders, such as unions, to capture the image of academic professions in the context of Australia.

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