From mentoring to monitoring: the impact of changing work environments on academics in Australian universities

Gordon, S; Buchanan, J; Schuck, S

From mentoring to monitoring: the impact of changing work environments on academics in Australian universities

Gordon, S Buchanan, J Schuck, S

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Gordon Sue, Buchanan John, and Schuck Sandra 2009, 'From mentoring to monitoring: the impact of changing work environments on academics in Australian universities', Routledge, vol. 32, no. 3, pp. 241-250.
Issue Date:: 2009

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Field	Value	Language
dc.contributor.author	Gordon, S	en_US
dc.contributor.author	Buchanan, J	en_US
dc.contributor.author	Schuck, S	en_US
dc.date.accessioned	2010-05-28T09:56:07Z
dc.date.available	2010-05-28T09:56:07Z
dc.date.issued	2009	en_US
dc.identifier	2008002872	en_US
dc.identifier.citation	Gordon Sue, Buchanan John, and Schuck Sandra 2009, 'From mentoring to monitoring: the impact of changing work environments on academics in Australian universities', Routledge, vol. 32, no. 3, pp. 241-250.	en_US
dc.identifier.issn	0309 877X	en_US
dc.identifier.other	C1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/10408
dc.description.abstract	Universities in many western nations are experiencing increasing performance measures for academic accountability. This paper maps the pitted pathway that has led Australian universities from mentoring to monitoring and from performance enhancement to performance evaluation, and reviews implications for teaching and learning in higher education. We explore understandings of good mentoring and its effects and examine the social and political climate out of which quality assurance processes have arisen, to articulate the aims and philosophies underpinning these approaches. Drawing on the published literature, we critique processes that have as their main goals monitoring rather than mentoring, and performance evaluation rather than performance enhancement. From our perspectives as teachers in higher education in Australia we raise issues for consideration, including the tensions between practice and promise and the roles of mentors and monitors in promoting growth or compliance. We discuss criteria and models for evaluating mentoring and monitoring.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Verified OK	en_US
dc.relation.ispartof	Journal of Further and Higher Education	en_US
dc.relation.hasversion	Accepted manuscript version
dc.relation.isbasedon	http://dx.doi.org/10.1080/03098770802220421	en_US
dc.rights	This is an Author's Accepted Manuscript of an article published in Journal of Further and Higher Education Volume 32, Issue 3, 2008 for the final version of the article as published in the Journal of Further and Higher Education 2008 [copyright Taylor & Francis], available online at: http://www.tandfonline.com/ http://dx.doi.org/10.1080/03098770802220421
dc.rights	This is an Author's Accepted Manuscript of an article published in Gordon Sue, Buchanan John, and Schuck Sandra 2009, 'From mentoring to monitoring: the impact of changing work environments on academics in Australian universities', Routledge, vol. 32, no. 3, pp. 241-250.. Copyright Routledge, available online at: http://dx.doi.org/10.1080/03098770802220421.	en_US
dc.rights	This is an Author's Accepted Manuscript of an article published in Gordon Sue, Buchanan John, and Schuck Sandra 2009, 'From mentoring to monitoring: the impact of changing work environments on academics in Australian universities', Routledge, vol. 32, no. 3, pp. 241-250.. Copyright Routledge, available online at: http://dx.doi.org/10.1080/03098770802220421.	en_US
dc.subject	quality of higher education; mentoring; monitoring; performance measures	en_US
dc.subject.classification	Social Policy	en_US
dc.title	From mentoring to monitoring: the impact of changing work environments on academics in Australian universities	en_US
dc.type	Journal article
utslib.citation.volume	32	en_US
utslib.citation.number	3	en_US
utslib.location	United Kingdom	en_US
utslib.citation.startpage	241	en_US
utslib.citation.endpage	250	en_US
utslib.identifier.org	FASS.Education Group	en_US
utslib.for	160512	en_US
utslib.percentage	000050	en_US
utslib.copyright.status	open_access

Abstract:

Universities in many western nations are experiencing increasing performance measures for academic accountability. This paper maps the pitted pathway that has led Australian universities from mentoring to monitoring and from performance enhancement to performance evaluation, and reviews implications for teaching and learning in higher education. We explore understandings of good mentoring and its effects and examine the social and political climate out of which quality assurance processes have arisen, to articulate the aims and philosophies underpinning these approaches. Drawing on the published literature, we critique processes that have as their main goals monitoring rather than mentoring, and performance evaluation rather than performance enhancement. From our perspectives as teachers in higher education in Australia we raise issues for consideration, including the tensions between practice and promise and the roles of mentors and monitors in promoting growth or compliance. We discuss criteria and models for evaluating mentoring and monitoring.

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http://hdl.handle.net/10453/10408