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    The impact of increasing workload on academics: Is there time for quality teaching?

    Access Status
    Fulltext not available
    Authors
    Dixon, Kathryn
    Dixon, Robert
    Scott, Shelleyann
    Date
    2007
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Dixon, K. and Dixon, R. and Scott, S. 2007. The impact of increasing workload on academics: Is there time for quality teaching?, in Jeffery, R. (ed), International Educational Research Conference, Nov 25-29 2007. Fremantle, WA: AARE.
    Source Title
    International Education Research Conference Proceedings
    Source Conference
    The Australian Association for Research in Education
    Additional URLs
    http://www.aare.edu.au/data/publications/2007/dix07047.pdf
    ISSN
    13249320
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/40630
    Collection
    • Curtin Research Publications
    Abstract

    This paper reports on the results of an investigation into the impact of increasing workloads in higher education on teaching quality. Thirty eight academic staff in a Western Australian university were interviewed on a number of issues related to the increasing hard managerialism evident in their work environment as well as other issues associated with the changing nature of organisational culture. The results indicated that the sample believed there were mixed messages emerging from the university administration regarding the importance of teaching. The available reward structures including job security were perceived to be focussed on the research agenda rather than good teaching. The research has revealed that although the majority of those interviewed perceived themselves as having positive attitudes towards their teaching, this did not always translate into time spent on effective preparation and delivery. With increasing pressure placed upon the higher education sector we may be facing a crisis of confidence with the quality of teaching in our universities as we move further into the 21st century.

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