Final summary report for the Australian Business Deans’ Council, 2020
If Australia’s business graduates are to meet their potential, they will need to have developed t... more If Australia’s business graduates are to meet their potential, they will need to have developed the ability to find, create and sustain meaningful work and learning across the career lifespan (Bennett, 2018). Employing this metacognitive definition of “employability” is indeed critical for the higher education sector, particularly considering that metacognition contributes to the continued learning required by professionals if they are to grow and keep pace with both environmental and personal change. This project responded by addressing the need for a systematic and inter-institutional approach to realising sustainable employability education in business higher education thinking and practice. The project team responded to these challenges by trialling a systematic and inter-institutional approach to realising sustainable employability education in business higher education thinking and practice. Recommendations are made for policy and practice.
Despite the rise of teaching academic (teaching only) roles in Australia, the
UK, the USA, and Ca... more Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff. Thirteen focus groups involving 115 academic staff employed in a range of roles were held approximately 12 months after teaching academic roles were introduced. In conveying the results, we first report on the teaching academic experience, highlighting the perceived low value of the teaching academic (TA) role and confusion about what the role entails. We then focus on teaching academic career pathways. The findings highlight the uncertainty surrounding career paths for teaching academics, who noted the absence of career or promotion scripts. Respondents noted also an absence of role models within the professoriate. They expressed widespread concerns about developing the traditional academic skill set required to transition between roles and institutions, with many TAs finding themselves in boundaried careers with an uncertain future. The construct of career or promotion scripts is used to examine multiple perceptions of career pathways for teaching academics. The findings highlight the importance of systematic change management processes when new academic roles are introduced within the context of university-wide academic restructure, and the critical role of human resources in designing and implementing the same.
Final summary report for the Australian Business Deans’ Council, 2020
If Australia’s business graduates are to meet their potential, they will need to have developed t... more If Australia’s business graduates are to meet their potential, they will need to have developed the ability to find, create and sustain meaningful work and learning across the career lifespan (Bennett, 2018). Employing this metacognitive definition of “employability” is indeed critical for the higher education sector, particularly considering that metacognition contributes to the continued learning required by professionals if they are to grow and keep pace with both environmental and personal change. This project responded by addressing the need for a systematic and inter-institutional approach to realising sustainable employability education in business higher education thinking and practice. The project team responded to these challenges by trialling a systematic and inter-institutional approach to realising sustainable employability education in business higher education thinking and practice. Recommendations are made for policy and practice.
Despite the rise of teaching academic (teaching only) roles in Australia, the
UK, the USA, and Ca... more Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff. Thirteen focus groups involving 115 academic staff employed in a range of roles were held approximately 12 months after teaching academic roles were introduced. In conveying the results, we first report on the teaching academic experience, highlighting the perceived low value of the teaching academic (TA) role and confusion about what the role entails. We then focus on teaching academic career pathways. The findings highlight the uncertainty surrounding career paths for teaching academics, who noted the absence of career or promotion scripts. Respondents noted also an absence of role models within the professoriate. They expressed widespread concerns about developing the traditional academic skill set required to transition between roles and institutions, with many TAs finding themselves in boundaried careers with an uncertain future. The construct of career or promotion scripts is used to examine multiple perceptions of career pathways for teaching academics. The findings highlight the importance of systematic change management processes when new academic roles are introduced within the context of university-wide academic restructure, and the critical role of human resources in designing and implementing the same.
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Papers by Subramaniam Ananthram
UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff. Thirteen focus groups involving 115 academic staff employed in a range of roles were held approximately 12 months after teaching academic roles were introduced. In conveying the results, we first report on the teaching academic experience, highlighting the perceived low value of the teaching academic (TA) role and confusion about what the role entails. We then focus on teaching academic career
pathways. The findings highlight the uncertainty surrounding career paths for teaching academics, who noted the absence of career or promotion scripts. Respondents noted also an absence of role models within the professoriate. They expressed widespread concerns about developing the traditional academic skill set required to transition between roles and institutions, with many TAs finding themselves in boundaried careers with an uncertain future. The construct of career or promotion scripts is used
to examine multiple perceptions of career pathways for teaching academics. The findings highlight the importance of systematic change management processes when new academic roles are introduced within the context of university-wide academic restructure, and the critical role of human resources in designing and implementing the same.
UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff. Thirteen focus groups involving 115 academic staff employed in a range of roles were held approximately 12 months after teaching academic roles were introduced. In conveying the results, we first report on the teaching academic experience, highlighting the perceived low value of the teaching academic (TA) role and confusion about what the role entails. We then focus on teaching academic career
pathways. The findings highlight the uncertainty surrounding career paths for teaching academics, who noted the absence of career or promotion scripts. Respondents noted also an absence of role models within the professoriate. They expressed widespread concerns about developing the traditional academic skill set required to transition between roles and institutions, with many TAs finding themselves in boundaried careers with an uncertain future. The construct of career or promotion scripts is used
to examine multiple perceptions of career pathways for teaching academics. The findings highlight the importance of systematic change management processes when new academic roles are introduced within the context of university-wide academic restructure, and the critical role of human resources in designing and implementing the same.