Australian social work academics' perceptions of their teaching roles within higher education

Goldingay, S, Lamaro Haintz, G, Ryan, J, Hitch, D and Macfarlane, S 2017, 'Australian social work academics' perceptions of their teaching roles within higher education', Higher Education Research and Development, vol. 36, no. 5, pp. 975-988.


Document type: Journal Article
Collection: Journal Articles

Title Australian social work academics' perceptions of their teaching roles within higher education
Author(s) Goldingay, S
Lamaro Haintz, G
Ryan, J
Hitch, D
Macfarlane, S
Year 2017
Journal name Higher Education Research and Development
Volume number 36
Issue number 5
Start page 975
End page 988
Total pages 14
Publisher Routledge
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.
Subject Curriculum and Pedagogy Theory and Development
DOI - identifier 10.1080/07294360.2016.1263933
Copyright notice © 2016 HERDSA
ISSN 0729-4360
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