Australian Social Work Academics' Perceptions of Their Teaching Roles within Higher Education

Autor/inn/en	Goldingay, Sophie; Lamaro Haintz, Greer; Ryan, Juliana; Hitch, Danielle; Macfarlane, Susie
Titel	Australian Social Work Academics' Perceptions of Their Teaching Roles within Higher Education
Quelle	In: Higher Education Research and Development, 36 (2017) 5, S.975-988 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2016.1263933
Schlagwörter	Social Work; College Faculty; Foreign Countries; Higher Education; Teacher Role; Teacher Attitudes; Marketing; Teaching Methods; Leadership Role; Professional Identity; Learning Experience; Job Satisfaction; Psychology; Ideology; Work Environment; Collegiality; Mixed Methods Research; Interviews; Australia + Suchen Sie Ihr Suchwort? Soziale Arbeit; Fakultät; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerrolle; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Psychologie; Ideologie; Arbeitsmilieu; Kollegialität; Interviewing; Interviewtechnik; Australien
Abstract	The marketisation of higher education (HE) has created a number of tensions and ideological dilemmas that may influence how academics see their roles and teaching practices. This paper explores how academics in the discipline of social work (who were also in leadership roles) perceive their roles and identities and manage the tensions and dilemmas that arise for them as teachers in the current HE environment. Unless the tensions and dilemmas are articulated, it is not possible to understand and manage their impact on academics. This may lead to the loss of quality learning experiences for students and lower workplace satisfaction. This paper addresses the research question: were there ideological dilemmas experienced by social work academics in the current environment and if so, what subject positions did they adopt in response to these? A discursive psychology approach was used to answer this question. Data showed a range of ideological dilemmas represented by each of the different subject positions adopted. The paper concludes with questions for readers to consider, generating ideas for transferring understanding of these ideological dilemmas into positive action within the workplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01