Scholarly Teaching Fellows: Drivers and (Early) Outcomes

Broadbent, K; Brown, T; Goodman, J

Scholarly Teaching Fellows: Drivers and (Early) Outcomes

Broadbent, K Brown, T Goodman, J

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Publisher:: Higher Education Research and Development Society of Australasia
Publication Type:: Conference Proceeding
Citation:: Research and Development in Higher Education: (Re)Valuing Higher Education, 2018, 41 (1), pp. 14 - 24
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Broadbent, K	en_US
dc.contributor.author	Brown, T	en_US
dc.contributor.author	Goodman, J https://orcid.org/0000-0003-3211-3416	en_US
dc.contributor.editor	Wache, D	en_US
dc.contributor.editor	Houston, D	en_US
dc.date	2018-07-02	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Research and Development in Higher Education: (Re)Valuing Higher Education, 2018, 41 (1), pp. 14 - 24	en_US
dc.identifier.isbn	978-0-908557-96-7	en_US
dc.identifier.issn	1441-001X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128566
dc.description.abstract	In Australian universities, the majority of teaching is now delivered by casual academics, engaged on short-term, hourly-paid contracts. Casual and continuing academic staff have worked actively through the national tertiary education union to limit casualization, defend the ‘integrated’ academic model of research and teaching, and to improve pay and conditions for casual staff. Since 2012 the union has moved to proactively define new continuing positions for casual staff, as ‘Scholarly Teaching Fellows’, designed to provide job security for casual teaching academics. This paper uses data from a selected range of Enterprise Bargaining Agreements (EBAs) to explore whether this relaxation of the union’s traditional insistence on the teaching/research nexus is successfully reducing precarity while avoiding the further disaggregation of academic work and careers.	en_US
dc.publisher	Higher Education Research and Development Society of Australasia	en_US
dc.relation.ispartof	Research and Development in Higher Education: (Re)Valuing Higher Education	en_US
dc.relation.ispartof	Higher Education Research and Development Society of Australasia Annual International Conference	en_US
dc.title	Scholarly Teaching Fellows: Drivers and (Early) Outcomes	en_US
dc.type	Conference Proceeding
utslib.citation.volume	1	en_US
utslib.citation.volume	41	en_US
utslib.location	Adelaide	en_US
utslib.location.activity	Adelaide	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/Faculty of Arts and Social Sciences/School of Communication
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Social and Political Sciences Program
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2018-07-05	en_US
pubs.issue	1	en_US
pubs.place-of-publication	Adelaide	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2018-07-02	en_US
pubs.volume	41	en_US

Abstract:

In Australian universities, the majority of teaching is now delivered by casual academics, engaged on short-term, hourly-paid contracts. Casual and continuing academic staff have worked actively through the national tertiary education union to limit casualization, defend the ‘integrated’ academic model of research and teaching, and to improve pay and conditions for casual staff. Since 2012 the union has moved to proactively define new continuing positions for casual staff, as ‘Scholarly Teaching Fellows’, designed to provide job security for casual teaching academics. This paper uses data from a selected range of Enterprise Bargaining Agreements (EBAs) to explore whether this relaxation of the union’s traditional insistence on the teaching/research nexus is successfully reducing precarity while avoiding the further disaggregation of academic work and careers.

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http://hdl.handle.net/10453/128566