Changing Academic Roles

Summary

Objectives: A primary objective of this study was to identify a valid method for academic workload allocation. This required the identification of significant variables that may be used to indicate and measure academic workload. A supporting objective was to illustrate how the adoption of a flexible learning mode and supporting technologies across one university with multiple campuses and an international student cohort has impacted upon academic roles and teaching delivery methods.

Methods: An extensive literature review focusing primarily on the teaching aspects of academic roles was undertaken. These roles were defined as teaching, including curriculum development, undertaking research, provide professional and community services and undertake some administrative work. This review was followed by the documentation of a case study.

Results: Significant changes to the roles and responsibilities of academics working in higher education are now discernable. The adoption of Web-based applications and other communication technologies have made it possible to not only extend traditional distance education offerings but also to teach large multicultural classes across multiple campuses simultaneously. This in turn necessitates a review of teaching strategies and of organization-wide student and staff support infrastructures to ensure that the teaching quality is maintained or improved whilst meeting individual student learning needs.

Conclusions: Changes to academics’ roles are occurring due to the globalisation of higher education as well as the adoption of new educational delivery methods and the use of new technologies. The resulting complexity of academic workload measurement and the need to equitably allocate this workload to individual academics has become more challenging than ever. More traditional universities can learn from such experiences to better prepare for these inevitable changes.

Keywords

Academic workload - distance learning - teaching - learning

• References

• 1 Yuker HE. Faculty Workload: Research, Theory and Interpretation. ASHE-ERIC Higher Education Research Report. 1984 No.10-9
• 2 Hoare D, Stanley G, Kirkby R, Coaldrake P. Higher Education Management Review (Hoare Report). Commonwealth Department of Employment, Education, Training and Youth Affairs 1995
• 3 McCollow J, Lingard B. Changing discourses and practices of academic work. Australian Universities Review 1996; 39 (02) 11-9.
• 4 Farr T. Workloads – key issue in new university environment. NTEU-Queensland Newsletter, November 1998
• 5 McInnes C. The Work Roles of Academics in Australian Universities. Australian Commonwealth Department of Education, Training and Youth Affairs 1999
• 6 Hort L. Managing academics work: Future performance in higher education. Australian Universities Review 1996; 39 (02) 3-5.
• 7 Yetton P. Managing the introduction of technology in the delivery and administration of higher education. Evaluations and Investigations Program; Higher Education Division; Department of Employment, Education, Training and Youth Affairs, Canberra 1997
• 8 Collis B, Messing J. Usage, Attitudes and Workload Implications for a Web Based Learning Environment. ALT-J, Journal of the Association of Learning Technology 2001; 9: 1
• 9 Messing J. Can academics afford to use email?. Journal of Instructional Science and Technology 2002; 5: 2 http://www.usq.edu.au/electpub/e-jist/docs/Vol5_No2/Vol5_No2_full_papers.html
• 10 Ling P, Arger G, Smallwood H, Toomey R, Kirkpatrick D, Barnard I. The Effectiveness of Models of Flexible Provision of Higher Education, Evaluations and Investigations Programme, Higher Education Division, Department of Education, Training and Youth Affairs. 2001
• 11 Gibbons HS, Wentworth GP. Andrological and Pedagogical Training Differences for Online Instructors. Paper presented to Distance Learning Administration June 2001; 6-8.
• 12 Kaufman DM. Problem-based learning: using cases to teach about how to deal with ethical problems. Communique 1998; 8: 2
• 13 Sabatini JP. Designing multimedia learning systems for adult learners: basic skills with a workforce emphasis. NCAL-WP00–01. National Center on Adult Literacy, Philadelphia 2001
• 14 Schofield K, Walsh A, Melville B. Online learning and the new VET practitioner: implications for the organisation of their work, UTS Research Centre for Vocational Education and Training, Sydney. 2001
• 15 Nichols M. Principles of best practice for 21st century education. Paper presented to International Forum of Educational Technology and Society, New Zealand, April 15-26. 2002;
• 16 Meyer KA. Faculty workload studies: perspectives, needs and future directions. ASHE-ERIC Higher Education Report, The George Washington University, Graduate School of Education and Human Development, Washington D.C 1998; 26: 1
• 17 Walsh L. Encounters with difference: in search of new learning spaces through internationalisation. Paper presented to 16th annual conference of the Australasian Society for Computers in Learning in Tertiary Education, Brisbane 1999
• 18 Ziguras C. Cultural diversity and transnational flexibility delivery. Paper presented to 16th annual conference of the Australasian Society for Computers in Learning in Tertiary Education, Brisbane 1999
• 19 Allison RD. Faculty obligations and compensation; the necessity of a new approach. US Department of Education 1998
• 20 American Council on Education Developing a distance education policy for 21st century learning. Distance Education, March. 2003
• 21 Care WD, Scanlan JM. Meeting the challenge of developing courses for distance delivery: two different models for course development. The Journal of Continuing Education in Nursing (H.W. Wilson – EDUC) 2000; 31 (03) 121-8.
• 22 Kerka S. Distance Learning, the Internet, and the World Wide Web. ERIC Digest 1996; 168 http://ericacve.org/textonly/docgen.asp?tbl= digests&ID=21 Viewed February 26 2003;
• 23 Salter G, Hansen S. Modelling new skills for online teaching. Paper presented to 16th annual conference of the Australasian Society for Computers in Learning in Tertiary Education, Brisbane 1999
• 24 Sims R. The interactive conundrum I: interactive constructs and learning theory. Paper presented to 16th annual conference of the Australasian Society for Computers in Learning in Tertiary Education, Brisbane 1999
• 25 Smith E. Learning to learn online. Paper presented to 16th annual conference of the Australasian Society for Computers in Learning in Tertiary Education, Brisbane 1999
• 26 Whymark G. Personal communication, Rockhampton, February 28. 2003
• 27 Morse K. Does one size fit all? Exploring asynchronous learning in a multicultural environment. Journal of Asynchronous Learning Networks 2003; 7 (01) 37-55.
• 28 Bates AW. Technology, Open Learning and Distance Education. Routledge Studies in Distance Education New York: Routledge; 1995
• 29 Sherron GT, Boettcher JV. Distance Learning: the shift to interactivity. CAUSE Professional Paper Series,. 1997: 17 Boulder, Colorado http://www.educause.edu/ir/library/pdf/PUB3017.pdf Accessed April 9, 2004
• 30 Coaldrake P. Rethinking university work In James R, Milton J, Gabb R. (eds.) Cornerstones of Higher Education: selected papers from the 1999 HERDSA Annual International Conference, Melbourne, July 12-15, 1999. Higher Education Research and Development Society of Australasia. Canberra 2000; 12-22.
• 31 Rumble G. The costs and costing of networked learning. Journal of Asynchronous Learning Networks 2001; 5 (02) 75-96.
• 32 Boettcher JV. How much does it cost to develop a distance learning course? It all depends. 1997. http://www.cren.net?~jboettch/dlmay.htm Viewed May 7 2003
• 33 Sparkes JJ. Pedagogic differences in course design. In Bates AW. (ed.) The role of technology in distance education London: Croon Helm; 1984
• 34 Wigforss E. The role of communication in learning technologies. Paper presented to 16th annual conference of the Australasian Society for Computers in Learning in Tertiary Education, Brisbane 1999
• 35 Huque M. Personal communication. Rockhampton, March 1, 2003.