Time and its role in understanding programme directors and their professional learning in higher education: a practice architectures perspective

Lizier, AL; Bairo, L

Time and its role in understanding programme directors and their professional learning in higher education: a practice architectures perspective

Lizier, AL Bairo, L

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Professional Development in Education, 2025, ahead-of-print, (ahead-of-print)
Issue Date:: 2025-01-01

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Field	Value	Language
dc.contributor.author	Lizier, AL
dc.contributor.author	Bairo, L
dc.date.accessioned	2025-12-11T06:01:29Z
dc.date.available	2025-12-11T06:01:29Z
dc.date.issued	2025-01-01
dc.identifier.citation	Professional Development in Education, 2025, ahead-of-print, (ahead-of-print)
dc.identifier.issn	1941-5257
dc.identifier.issn	1941-5265
dc.identifier.uri	http://hdl.handle.net/10453/190916
dc.description.abstract	Time has been acknowledged as a key factor in academic work and as a part of workplace learning, yet there is little empirical research that explores the multiple dimensions of time that shape learning at and for work, particularly for academics. This paper presents empirical evidence of the multi-faceted nature of time in the work of programme directors in universities where time is foregrounded as a critical yet often overlooked part of working and learning. Framed by a practice orientation, in particular the theory of practice architectures, this paper draws on evidence from an interview-based study that investigated the work and learning of programme directors in an Australian university to explore the various dimensions of time and their impact on work and learning. The findings not only highlight the importance of considering time as part of the practice architectures at a site but also emphasise the practical implications of this for how we can better support programme directors in terms of their professional learning.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Professional Development in Education
dc.relation.isbasedon	10.1080/19415257.2025.2492683
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.subject.classification	3903 Education systems
dc.subject.classification	3904 Specialist studies in education
dc.title	Time and its role in understanding programme directors and their professional learning in higher education: a practice architectures perspective
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)/Teaching Learning and Curriculum Unit
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2025-12-11T06:01:28Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

Time has been acknowledged as a key factor in academic work and as a part of workplace learning, yet there is little empirical research that explores the multiple dimensions of time that shape learning at and for work, particularly for academics. This paper presents empirical evidence of the multi-faceted nature of time in the work of programme directors in universities where time is foregrounded as a critical yet often overlooked part of working and learning. Framed by a practice orientation, in particular the theory of practice architectures, this paper draws on evidence from an interview-based study that investigated the work and learning of programme directors in an Australian university to explore the various dimensions of time and their impact on work and learning. The findings not only highlight the importance of considering time as part of the practice architectures at a site but also emphasise the practical implications of this for how we can better support programme directors in terms of their professional learning.

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http://hdl.handle.net/10453/190916