Teaching is … opening up spaces to explore academic work in fluid and volatile times

Sadler, Kirsten; Selkrig, Mark; Manathunga, Catherine

doi:10.1080/07294360.2016.1171299

Cited by 14 publications

(11 citation statements)

References 33 publications

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“…Following the focus group discussions, which are the subject of separate reporting, the postcards have been analysed in order to publish elsewhere about the participating academics' responses to the 'Teaching is … ' and 'Research is … ' prompts (see Manathunga, Selkrig, & Baker, 2018;Sadler et al, 2017). Here, we focus on the data gathered from the 'Community engagement is … ' prompt and the analysis conducted by us, the authors of this article.…”

Section: Discussionmentioning

confidence: 99%

“…The use of arts-informed research has been used in a range of educational contexts including teacher education (Ewing & Hughes, 2008), curriculum development (Rolling Jr, 2012) and academic identity (King et al, 2014). Everyday activities can often dominate academics' thinking about what needs to be addressed in the immediate, so this research was an opportunity for participants to consider their thinking about their engagement in work in context of the changing conditions of higher education (Sadler et al, 2017).…”

Section: Research Design and Methodologymentioning

confidence: 99%

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Community engagement is … : revisiting Boyer’s model of scholarship

Renwick

Selkrig

Manathunga

et al. 2020

Higher Education Research & Development

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Criticisms have been levelled at academics at a time when funding of universities is increasingly tied to private and corporate purposes and when academics are held accountable through a hierarchy of functions. Claims are also made that academics work within narrow specializations and are removed from real-world experience and problems. Boyer's model of scholarship offers four categories of scholarship that remain relevant to understanding and guiding the work of academics, including how they engage with communities. To explore the nature of academics' work, we draw on data provided by a group of academics who participated in a research project using both sociological elicitation and visual arts-based research methodologies. The participants were asked to explore what various aspects of current academic work mean for them by providing an image and text, akin to creating a postcard. In this article, we focus on responses they provided to the prompt 'Community engagement is … ' The postcards show how community engagement can be interpreted in diverse ways and that, along with teaching and research, community engagement are all integrated, mutually reinforcing drivers and outcomes of academic work.

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Section: Discussionmentioning

confidence: 99%

Section: Research Design and Methodologymentioning

confidence: 99%

Community engagement is … : revisiting Boyer’s model of scholarship

Renwick

Selkrig

Manathunga

et al. 2020

Higher Education Research & Development

Self Cite

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“…As a research method, it also encompasses both Arts-Based Education Research (ABER) and Arts-Informed Approaches (AIA). 2 Elsewhere, Sadler et al (2017) focussed on the teaching aspect of academic work and Renwick et al (2020) concentrated on the community engagement (service) aspects of academics' work emerging from the larger research project of which this study is part.…”

Section: Introductionmentioning

confidence: 99%

Research is…making the emotional dimensions of academics’ research visible

2020

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Research is at the core of universities' raison d'être and is an integral aspect of academic work, yet the ever-changing parameters around research are problematic. While studies have examined changes brought about through research assessment exercises and issues of academic identity in the twenty-first century, fewer studies have used arts-related research methods to engage with academics' experiences of these changes. This article draws upon visual and textual material generated by academics at an Australian university to investigate how academic researchers engage with research in the current milieu. This research offers an aesthetic mode of interruption and resistance to consider the emotional labour, work and energy involved in doing research that cannot be captured through neoliberal research measurement discourses. It deploys a post-Foucauldian governmentality theoretical framework to illustrate the ways in which academics [re]position multiple selves constantly to build more robust and critical responses to higher education reform.

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“…The flipped classroom, for example, illustrates how growing student numbers, increasing competition, massive open online courses (MOOCs), and eLearning technologies are requiring universities and academics to reconsider how they can best utilise technology to support student learning with declining resources and less teaching contact time (Davis, 2013). The role of the academic has thus changed from sage on the stage and guide on the side, to meddler in the middle, with significant implications for identity and work practices (McWilliam, 2009;Muzyka & Luker, 2016;Sadler, Selkrig, & Manthunga, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Is it possible, therefore, that current professional learning for technologies may require rethinking? Academics-regardless of whether they are not in formal leadership positions-now require integrated development opportunities that recognise the complexities and diversity of their roles across multiple domains and competing priorities (Vilkinas, Leask, & Ladyshewsky, 2009) which support their capacity to be agile, creative, and responsive as academic work is reimagined (Sadler et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Empowering academics to be adaptive with eLearning technologies: An exploratory case study

Flavell

Harris

Price

et al. 2019

AJET

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This paper describes an exploratory case study investigating the capacity of a multidisciplinary approach to academic development, to empower adaptive responses to ongoing technological change impacting on teaching practice. A quasi-experimental design with an intervention group (n = 22) and a comparative control group (n = 7) was adopted. Pre and post online questionnaires were administered to participants in both groups to evaluate attitudes and experiences relating to technology use in teaching and learning. The questionnaires were adapted from the Technology Acceptance Model. Qualitative measurement of the intervention group’s experiences following the professional development was captured using semi-structured interviews, followed by two focus groups to confirm the interview findings. Results indicate that the professional development impacted positively on participants through significantly increased levels of confidence and perceived ease of use. Qualitative data indicated participants experienced cognitive, emotional, and/or practical changes during and/or following the professional development.

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Teaching is … opening up spaces to explore academic work in fluid and volatile times

Cited by 14 publications

References 33 publications

Community engagement is … : revisiting Boyer’s model of scholarship

Community engagement is … : revisiting Boyer’s model of scholarship

Research is…making the emotional dimensions of academics’ research visible

Empowering academics to be adaptive with eLearning technologies: An exploratory case study

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