Faculty of Education - Research Publications

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Author: Bentley, Peter × Author: Goedegebuure, Leo × Author: Meek, Vincent ×

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    Factors associated with job satisfaction amongst australian university academics and future workforce implications
    Bentley, PJ ; Coates, H ; Dobson, IR ; Goedegebuure, L ; Meek, VL ; Bentley, PJ ; Coates, H ; Dobson, IR ; Goedegebuure, L ; Meek, VL (Springer Netherlands, 2013-01-01)
    © Springer Science+Business Media Dordrecht 2013. Australian academics appear to be fairly critical when it comes to their valuing of the attractiveness of the academic profession. On the set of indicators constructed for this volume, Australians, together with their British colleagues, score the lowest. This chapter provides some possible explanations for this, drawing on the policy reforms that have confronted the sector over the last two decades. It also highlights a particular feature of the current profession that so far has not received much attention internationally, namely, its substantive use of casuals in both teaching and research. Combining these issues and trends with the imminent retirement of large groups of senior academics, this chapter concludes with a series of strategies that could be implemented to increase the attractiveness of the profession.
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    Australian Academics, Teaching and Research: History, Vexed Issues and Potential Changes
    Bentley, PJ ; Goedegebuure, LC ; Meek, VL ; Shin, JC ; Arimoto, A ; William, KC ; Ulrich, T (Springer, 2014)
    The traditional expectation that academics in Australian universities divide their time roughly equally between teaching and research has become challenged. Australian universities have increased their use of specialised teaching-only and research-only positions, while academics in combined teaching and research positions include academics with only limited engagement in teaching or research. We examine the extent of the changes in academic work by presenting a historical account for the roles of teaching and research in Australian universities over the past 150 years, and more recent policy initiatives influencing the relative balance between teaching and research. Based on the CAP data, we argue that the relative engagement in teaching and research partly reflects individual interest and institutional emphasis on these activities.