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

Buchanan, J; Gordon, S; Schuck, S

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

Buchanan, J

Gordon, S Schuck, S

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Publication Type:: Journal Article
Citation:: Journal of Further and Higher Education, 2008, 32 (3), pp. 241 - 250
Issue Date:: 2008-01-01

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Field	Value	Language
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296	en_US
dc.contributor.author	Gordon, S	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.date.issued	2008-01-01	en_US
dc.identifier.citation	Journal of Further and Higher Education, 2008, 32 (3), pp. 241 - 250	en_US
dc.identifier.issn	0309-877X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12595
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. © 2008 UCU.	en_US
dc.relation.ispartof	Journal of Further and Higher Education	en_US
dc.relation.isbasedon	10.1080/03098770802220421	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	3	en_US
utslib.citation.volume	32	en_US
utslib.for	130103 Higher Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	32	en_US

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. © 2008 UCU.

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http://hdl.handle.net/10453/12595