Becoming an academic for the twenty-first century: what will count as teaching quality in higher education

Jasman, Anne and Blass, Eddie and Shelley, Steve (2013) Becoming an academic for the twenty-first century: what will count as teaching quality in higher education. Policy Futures in Education, 11 (6). pp. 660-670.

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Abstract

This article explores quality in university teaching using a 'futures' perspective. In a recent article by Blass and colleagues, a number of scenarios were developed to explore the type of higher education workforce that might be needed within the UK by 2035. In discussion of these scenarios-leading knowledge creation, responsive knowledge creation, regional conglomerates, no government funding and total government funding-the team were mindful of how these scenarios would impact on academic work and the workforce needed to undertake different and perhaps a more differentiated set of work roles, responsibilities and ways of working. However, the issue of what counts as quality within these possible scenarios was not considered. In this article the definitions and differentiation of teacher and teaching quality are explored. Recent trends in Australian and English higher education policy in relation to teaching quality are also discussed. Teaching quality is then considered in relation to the underlying values and assumptions that might operate within each of these scenarios about teaching. The authors then speculate on the impact this would have on what might count as quality in teaching in 2020, and what academics may have to face within each of these scenarios in relation to their work roles, ways of working and opportunities for career progression. In conclusion, the authors suggest that the concept of 'teaching' in higher education may need to be radically reconsidered to match the needs of students whatever scenario may develop in higher education.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: 2013 © SYMPOSIUM JOURNALS Ltd. Published version embargoed until 1 July 2014 in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 21 May 2014 22:38
Last Modified: 06 Mar 2017 00:32
Uncontrolled Keywords: academics; higher education; workforce; teaching quality
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
17 Psychology and Cognitive Sciences > 1701 Psychology > 170107 Industrial and Organisational Psychology
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9399 Other Education and Training > 939908 Workforce Transition and Employment
Identification Number or DOI: 10.2304/pfie.2013.11.6.660
URI: http://eprints.usq.edu.au/id/eprint/25223

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