What is required to develop career pathways for teaching academics?

Bennett, Dawn; Roberts, Lynne D.; Ananthram, Subramaniam; Broughton, Michelle

doi:10.1007/s10734-017-0138-9

Cited by 51 publications

(38 citation statements)

References 25 publications

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“…Academics with a higher proportion of their time devoted to research might be expected to perform better than the norms presented here. Academics with greater teaching or service responsibilities may achieve promotion to higher levels in recognition of accomplishments other than research productivity and impact (Bennett, Roberts, Ananthram, & Broughton, 2018), including the Scholarship of Teaching and Learning (Flavell, Roberts, Fyfe, & Broughton, 2018). In support of this is the observation in the present results that there are already academics at senior levels with no publications or citations.…”

Section: Discussionsupporting

confidence: 72%

Scholarly productivity and citation impact of Australian academic psychologists

Mazzucchelli

Burton

Roberts

2019

Australian Journal of Psychology

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Objective: This study sought to provide up-to-date normative data on the productivity and citation impact of publications by Australian academic psychologists at each academic level (lecturer to professor) and for each university grouping (e.g., Group of Eight [Go8], Australian Technology Network, etc.). Method: Publication and citation data for a representative sample of 732 psychology academics were extracted using the Scopus database. Norms for lifetime publications, citations, and h-index were developed for each academic level and were compared with those reported in previous studies. Results: Judgements of academic level based on number of publications, citations and h-indexes are highly reliable with publication means for the ranks roughly doubling, and citation means more than doubling, for each successive level. Lifetime publication means have increased by a factor of 2 to 3 since the norms published in 2010, consistent with the suggestion that rates of scholarly publication have increased over the last decade. Academics at the research-intensive Go8 universities had, as a group, significantly higher publication averages at every level than academics at other universities; however, these differences varied considerably in size across the university groupings. Conclusions: Indices of research productivity and impact are important when evaluating academic psychologists' performance, and the present article provides up-todate, comprehensive, and representative norms of Australian academic psychologists.

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Section: Discussionsupporting

confidence: 72%

Scholarly productivity and citation impact of Australian academic psychologists

Mazzucchelli

Burton

Roberts

2019

Australian Journal of Psychology

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“…Within the context of this study, many of the staff previously felt quite legitimately that their role was to develop the next generation of teachers and, whilst these staffs were research informed, fewer were research active. However, the current climate results in many teaching-focused staff feeling marginalised (Bennett et al, 2018) within the wider strategy of the HEI, which focuses on research outputs rather than teaching quality, despite the lack of evidence for any relationship between the two (Hattie and Marsh, 1996).…”

Section: Changes In English Higher Educationmentioning

confidence: 99%

The Use of Metaphors With LEGO® SERIOUS PLAY ® For Harmony and Innovation

McCusker¹,

Swan²

2018

IJMAR

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Organisational changes within Higher Education Institutions (HEI) over recent years have had a great effect on the roles of Higher Education (HE) staff and their attitudes, experience and satisfaction within those roles. The changes in the way HEIs are funded have resulted in institutional policies that are strongly market driven. Alongside this, policies of widening access to HE have led to the 'massification' of student numbers and the intensification of the workload of HE staff. The increasing focus on measures and evaluations between and within institutions, with league tables and in the UK at least, Research Excellence Framework (REF) and its previous incarnations along with the recently introduced Teaching Excellence Framework (TEF), has led to a culture of audit and managerialism both at the level of institutional policy and at the micro level within faculties and departments. These effects have been particularly acute in traditionally practice-based programmes and post-92 institutions, where these drivers are at times at odds with the motivations and expertise of many of the staff who joined these institutions under different conditions. This paper presents LEGO ® SERIOUS PLAY ® as a method of enabling members of staff with diverse expertise, experience and expectations to come together to work towards a shared strategic plan in the light of the changing HE culture. The method is applied to a teacher education department within a post-92 university, where despite differing views of the challenges facing the department, consensus is achieved through the building of shared metaphors and joint narratives.

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“…In Australia, the rise of the teaching-focused academic is credited to universities seeking to increase their Excellence in Research (ERA) rankings. Poor performing teaching-research academics tend to become teaching-focused academics to maintain ERA rankings (Bennett, Roberts, Ananthram, & Broughton, 2017;Probert, 2013). By reducing the number of academics included in the census of 'research active academics' the publication rate and research income per academic can be increased with the same output (Probert, 2013).…”

Section: The Rise Of Teaching-focused Academicsmentioning

confidence: 99%

Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry

Whelan

2017

JTLGE

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There has been an increase in the number of teaching-focused academics at Australian universities over recent years. However, research-focused and teaching-research academics have an advantage over teaching-focused academics in terms of promotion, forced redundancies and tenure. While evidence of research success is measured by volume (number of publications and research income), evidence of teaching scholarship is less quantifiable. The value of industry-university collaboration has been reported widely. However, the focus is on the value of the knowledge transfer of university research to industry and collaborative industry-university research. Academics collaborating with industry partners on research projects are able to experience current industry practice firsthand, raising the question: How do teaching-focused academics remain engaged with industry? The benefits of work-integrated learning (WIL) to hosts, students and universities are well documented. This paper poses the question: Is a WIL placement a way to reengage teaching-focused academics with industry?, and introduces the concept of 'Academic WIL' where academics complete an internship placement with an industry partner. The impact on graduate employability is discussed and a methodology for a teaching-focused academic to use their Academic WIL experience as evidence of their achievements in the scholarship of teaching is presented.

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What is required to develop career pathways for teaching academics?

Cited by 51 publications

References 25 publications

Scholarly productivity and citation impact of Australian academic psychologists

Scholarly productivity and citation impact of Australian academic psychologists

The Use of Metaphors With LEGO® SERIOUS PLAY ® For Harmony and Innovation

Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry

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