Beyond teaching and research: inclusive understandings of academic practice

McAlpine, Lynn; Horn, Julia; Rath, Jean

doi:10.1080/0158037x.2010.516745

Cited by 9 publications

(1 citation statement)

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“…This process is further evident in the casualisation and reductionist perspective of academic teaching positions, where teaching is seen as an isolated and contained task (Olssen & Peters, 2005). It is also apparent in the massification of higher education born of an emphasis on universities as a marketplace, leading to a significantly larger and more diverse student cohort with varying expectations and needs, with a related shift from students as meritorious recipients of knowledge to consumers of cost-effective learning experiences (Freedman, 2011;McAlpine et al, 2011;Nilsson & Wihlborg, 2011).…”

Section: The Commodification Of Academics and Studentsmentioning

confidence: 99%

The Academisation of Emerging Professions: Implications for Universities, Academics and Students

McEwen

Trede

2014

Power and Education

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Although Australian universities have delivered professional education alongside liberal education since their inception, the more recent introduction of emerging professions into universities' curricula indicates a greater blurring of the boundaries within the higher education sector, where universities are increasingly delivering courses formerly within the realm of technical or further education colleges. This vocationalisation of universities is in response to an imposed economic imperative, and neo-liberal rhetoric. In this article, the authors discuss some of the reasons and consequences of the academisation of emerging professions for universities, their academics and students. They argue that by lacking a deliberate approach and allowing a blurring of the lines between liberal, professional and vocational education, universities run the risk of failing to deliver on their promise of employability and social inclusion. The authors also suggest that the current situation can, however, provide an opportunity for universities to educate a deliberate professional by adopting a pedagogical approach that seeks to develop undergraduates' technical skills and knowledge, as well as an understanding of when and how to align, innovate or oppose the legitimised practices, cultures and identities of their chosen profession or occupation.

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