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dc.contributor.authorFlavell, Helen
dc.contributor.authorRoberts, Lynne
dc.contributor.authorFyfe, Georgina
dc.contributor.authorBroughton, Michelle
dc.date.accessioned2018-01-30T08:02:46Z
dc.date.available2018-01-30T08:02:46Z
dc.date.created2018-01-30T05:59:22Z
dc.date.issued2017
dc.identifier.citationFlavell, H. and Roberts, L. and Fyfe, G. and Broughton, M. 2017. Shifting goal posts: the impact of academic workforce reshaping and the introduction of teaching academic roles on the Scholarship of Teaching and Learning. Australian Educational Researcher. 45 (2): pp. 179–194.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/60915
dc.identifier.doi10.1007/s13384-017-0247-6
dc.description.abstract

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.

dc.publisherAustralian Association for Research in Education
dc.titleShifting goal posts: the impact of academic workforce reshaping and the introduction of teaching academic roles on the Scholarship of Teaching and Learning
dc.typeJournal Article
dcterms.source.volume45
dcterms.source.startPage179
dcterms.source.endPage194
dcterms.source.issn0311-6999
dcterms.source.titleAustralian Educational Researcher
curtin.accessStatusFulltext not available
curtin.facultyFaculty of Health Sciences


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