Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Plan your work - 49744
Transcript of Plan your work - 49744
the reform agenda
and impact on SoTL engagement
cross-disciplinary; cross-institutional; semi-structured interviews
(Braun and Clarke, 2006)
forward for new TAs
of academic roles
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329-345.
Deneen, C., & Boud, D. (2013). Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education. doi: 10.1080/0262938.2013.859654
Fyfe, G., Flavell, H., & Pedigo, K. (2015). Teaching Focused Retreat: Leading Teaching & Learning into the Future. Bentley, Western Australia: Curtin University.
Haigh, N. (2010). The Scholarship of Teaching and Learing: a practical introduction and critique. Auckland: Ako Aotearoa-The National Centre for Tertiary Teaching Excellence.
Hanson, J. (2009). Displaced but not replaced: the impact of e-learning on academic identities in higher education. Teaching in Higher Education, 14(5), 553-564.
Lieff, S., Baker, L., Mori, B., Egan-Lee, E., Chin, K., & Reeves, S. (2012). Who am I? key influences on the formation of academic identity within a faculty development program. Medical Teacher, 34, e208-2215.
Marquis, E., Healy, M., & Vine, M. (2014). Building Capacity for the Scholarship of Teaching and Learning (SoTL) Using International Collaborative Writing Groups. International Journal for the Scholarship of Teaching and Learning, 8(1, Article 12).
Probert, B. (January, 2013). Teaching-focused academic appointments in Australian universities: recognition, specialisation, or stratification? Sydney, NSW: Department of Industry, Science, Research and Tertiary Education.
Rowland, S. L., & Myatt, P. M. (2014). Getting started in the Scholarship of Teaching and Learning: a "how to" guide for science academics. Biochemistry and Molecular Biology Education, 42(1), 6-14.
Skelton, A. (2012). Colonised by quality? Teacher identities in a research-led institution. British Journal of Sociology of Education, 33(6), 1793-1881.
Whitechurch, C. (2008). Shifting identities and blurring boundaries: the emergence of third space professionals in UK higher education. Higher Education
Quarterly, 62(4), 377-396.
Winter, R. P., & O'Donohue, W. (2012). Academic identity tensions in the public university: which values really matter? Journal of Higher Education Policy and Management, 34(6), 564-573.
(Hanson, 2009; Whitechurch, 2008)
The wide-spread introduction of Teaching Academic (TA) roles:
raises questions about how teaching quality is defined
provides further impetus for the professionalisation of teaching
expectation of SoTL outputs
highlights the hierarchy between teaching and research
impacts on traditional academic identity and values
not familiar with education research jargon & methods
high teaching loads
Marquis, Healy, & Vine, 2014;
mobility between institutions?
Academic identity as process, influenced by how one is perceived and recognised as part of a broader community
(Clegg, 2008; Lieff et al., 2012)
Local Context, Culture and Leadership
"I think the big issue is if the department heads and particular faculties don't care about SoTL, except that some of their staff have to do it; if they don't vaue it then they're not going to be positive about you taking time away from research or teaching to do it."
"So I do feel they're very supportive, whether it's because it's this role or just that I'm an early academic as well, they just try to help me as much as they can..." (Participant 1)
"Having people like your position [SoTL Coordinator], supporting..." (Participant 3)
Raising the profile of teaching
"There is not much spoken about research academics. There is a lot talked about in terms of my new role but there is nothing really mentioned about anything to do with the research academics..." (Participant 6)
Shifting 'goal posts'/career progression
Lost opportunity to 'value add'
"So it was a huge slap in the face and I certainly had physical and emotional reactions, not doubt about it, so very disappointed that I felt I wasn't supported at that time...and totally devalued."
"Where am I actually sitting, and where am I going to get recognised in this institution?" (Participant 3)
"The simple answer to that question is finding time and that's workload time and at the moment though I've got to get that other thing out of the way [PhD] so nothing can be done. I'm just flat out." (Participant 10)
Professional, resilient staff
Demonstrated forbearance under very difficult circumstances (for some)
Want to engage in SoTL
Misalignment with expectations, communication issues and leadership/management styles