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Evolution and resilience of academics in Higher Education ecosystems in Australia

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Název: Evolution and resilience of academics in Higher Education ecosystems in Australia
Autoři: Ross, Pauline
Rok vydání: 2023
Sbírka: The University of Melbourne: Digital Repository
Témata: Evolution, Stress, Resilience, Academics, Academic roles, Education focused academics, Teaching focused academics, Teaching and research focused academics, 40:40:20, Higher education, Complex Adaptive Cycles
Popis: © 2023 Pauline Ross ; For several decades, higher education has been facing rapid change and successive challenges. This is in part due to global and Australian economic trends which are also experiencing accelerating change and challenges from social-cultural, technological, geopolitical tensions and aggression, climate and environmental factors and most recently the COVID-19 pandemic. Higher education is seen as key in finding solutions to this diverse array of challenges. First, through creating employable, adaptable, and entrepreneurial graduates who become a key part of the future workforce with the promise to create a more equitable society. Second, through research which produces knowledge to provide the basis for improvements and even solutions to global and Australian challenges. Questions, however, have been raised this century about the extent to which higher education can continue to deliver on the promise of quality outcomes from education and research in the current strained environment and inflexible academic workforce. Many posit for higher education to succeed alternative academic workforce models and changes to the academic role will need to be made. Such alternative workforce models include increased diversity of professional staff to better match activities and differentiation of academic roles which are better fit for purpose in either education or research, the former with an emphasis on teaching and the latter including greater emphasis on academics with entrepreneurial and commercialisation skills. In many higher education institutions, it is now common to have academic roles differentiating into three distinct categories; teaching or education-focused, teaching and research integration (also known as the 40:40:20 traditional academic role) and research focused with education-focused roles growing most rapidly. This growth has not necessarily happened in a systematic and coherent manner. Instead change to academic roles can be seen as largely unplanned local decisions caused by ...
Druh dokumentu: doctoral or postdoctoral thesis
Jazyk: unknown
Relation: http://hdl.handle.net/11343/336989
Dostupnost: http://hdl.handle.net/11343/336989
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Přístupové číslo: edsbas.7923F8C3
Databáze: BASE
Popis
Abstrakt:© 2023 Pauline Ross ; For several decades, higher education has been facing rapid change and successive challenges. This is in part due to global and Australian economic trends which are also experiencing accelerating change and challenges from social-cultural, technological, geopolitical tensions and aggression, climate and environmental factors and most recently the COVID-19 pandemic. Higher education is seen as key in finding solutions to this diverse array of challenges. First, through creating employable, adaptable, and entrepreneurial graduates who become a key part of the future workforce with the promise to create a more equitable society. Second, through research which produces knowledge to provide the basis for improvements and even solutions to global and Australian challenges. Questions, however, have been raised this century about the extent to which higher education can continue to deliver on the promise of quality outcomes from education and research in the current strained environment and inflexible academic workforce. Many posit for higher education to succeed alternative academic workforce models and changes to the academic role will need to be made. Such alternative workforce models include increased diversity of professional staff to better match activities and differentiation of academic roles which are better fit for purpose in either education or research, the former with an emphasis on teaching and the latter including greater emphasis on academics with entrepreneurial and commercialisation skills. In many higher education institutions, it is now common to have academic roles differentiating into three distinct categories; teaching or education-focused, teaching and research integration (also known as the 40:40:20 traditional academic role) and research focused with education-focused roles growing most rapidly. This growth has not necessarily happened in a systematic and coherent manner. Instead change to academic roles can be seen as largely unplanned local decisions caused by ...