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Teaching Specialist Positions: Creating Elite Teachers Or an Academic Under-Class in Australia’S Research-Intensive Universities?

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Teaching Specialist Positions: Creating Elite Teachers Or an Academic Under-Class in Australia’S Research-Intensive Universities? Teaching specialist positions: creating elite teachers or an academic under-class in Australia’s research-intensive universities? Julie Ann Hayford B.A., Dip. Ed, M.Ed. Thesis submitted in the fulfilment of the requirements for the degree of Doctor of Philosophy School of Education, Faculty of Arts The University of Adelaide July 2020 Table of Contents Table of Contents…………………………………………………………………………......i List of Tables and Figures………………………………………………………….viii Tables………………………………………………………………………..ix Figures……………………………………………………………………….x List of Abbreviations………………………………………………………..xii Abstract……………………………………………………………………………………..xvi Declaration…………………………………………………………………………………xvii Acknowledgements………………………………………………………………………..xviii Chapter 1 Introduction…………………………………………………………………...1 1.1 Background…………………………………………………………………...1 1.2 Research questions and aims………………………………………………….3 1.3 Research methodology………………………………………………………..8 1.4 Significance and contribution of the study…………………………………..18 1.5 Limitations…………………………………………………………………...20 1.6 Thesis structure……………………………………………………………....21 Chapter 2 Developing a utilitarian system of Australian higher education…………….26 2.1 Introduction………………………………………………………………….26 2.2 Australia’s first universities (1850 – 1938)………………………………….28 2.2.1 World War I………………………………………………………….30 2.2.2 Higher education policy and legislation……………………………...32 2.2.3 External influences…………………………………………………...34 2.2.3.1 Britain………………………………………………………...34 i 2.2.3.2 America………………………………………………………...36 2.2.3.3 Germany……………………………………………………......38 2.2.4 Academic work and the purpose of universities – pre World War II ….39 2.3 Australian universities during World War II and the post-war reconstruction period (1939 - 1965)………………………………………………………….....41 2.3.1 World War II……………………………………………………42 2.3.2 Post-World War II reconstruction…………………………........45 2.3.3 Commonwealth Government responsibility for Australian higher education………………………………………………...47 2.3.4 The Murray Report………………………………………….......50 2.3.5 The Martin Report………………………………………………51 2.3.6 External influences……………………………………………...53 2.3.6.1 Britain…………………………………………………...53 2.3.6.2 America………………………………………………....54 2.3.6.3 Supranational organisations………………………….....57 2.3.6.4 Human Capital Theory………………………………….58 2.3.6.5 Academic work and the purpose of universities – post World War II…………………………………………....58 2.4 The Binary System and the challenge to fund Australian higher education (1966 – 1988)…………………………………...................................................61 2.4.1 The Binary System……………………………………………...61 2.4.2 The Whitlam Government (1972 -1975)……………………......61 2.4.3 The Fraser Coalition Government (1975 – 1983)………………64 ii 2.5 The Unified National System…………………………………………………...65 2.5.1 The Hudson Report (1987)……………………………………...67 2.5.2 The Green Paper (1987) and White Paper (1988)………………69 2.5.3 External influences……………………………………………...70 2.5.3.1 Neoliberalism…………………………………………....70 2.5.3.2 The global economy…………………………………......71 2.5.3.3 Academic work and the purpose of universities – the Binary System………………………………….........73 2.6 Conclusion………………………………………………………………76 Chapter 3 The global knowledge economy and its impact on academic work…………….78 3.1 Introduction……………………………………………………………...78 3.2 Globalisation…………………………………………………………….79 3.2.1 Information and communications technology…………………...80 3.2.2 Global governance in higher education………………………….82 3.2.3 Regionalism……………………………………………………...87 3.2.4 University networks……………………………………………...94 3.3 Neoliberalism…………………………………………………………….97 3.3.1 Academic capitalism……………………………………………100 3.3.2 New Public Management……………………………………….105 3.4 Knowledge economy…………………………………………………...107 3.4.1 Rankings & research-intensive universities…………………….111 3.5 The changing academy…………………………………………………115 3.5.1 Teaching and research – nexus and status……………………...116 3.5.2 Academic profile of the modern university…………………….120 iii 3.5.3 Pressures within the academy…………………………………..123 3.5.4 The scholarship of teaching………………………………….....128 3.5.5 Institutional autonomy and academic freedom………………....129 3.6 Conclusion……………………………………………………………………...131 Chapter 4 Policy, funding and quality assurance in Australia’s Unified National System..133 4.1 Introduction…………………………………………………………………......133 4.2 Australian Federal Government higher education policy……………………....133 4.3 Reviews of Australian higher education……………………………………......138 4.3.1 West Review…………………………………………………....139 4.3.2 Nelson Review………………………………………………….142 4.3.3 Bradley Review………………………………………………....144 4.3.4 Birmingham Review…………………………………………....147 4.4 Funding Australian higher education…………………………………………..150 4.4.1 Fee Deregulation…………………………………………….....152 4.4.2 Performance-based funding……………………………………155 4.4.3 Quantifying the cost of higher education………………………158 4.5 Quality assurance………………………………………………………………161 4.5.1 Australian Qualifications Framework………………………….165 4.5.2 Australian Quality Assurance Framework……………………..167 4.5.3 Fitness-for-purpose model……………………………………...167 4.5.4 Australian Universities Quality Agency……………………….169 4.5.5 Tertiary Education and Quality Standards Agency……………170 4.6 Conclusion……………………………………………………………………..174 iv Chapter 5 The challenges for teaching in Australian universities………………………...176 5.1 Introduction…………………………………………………………………….176 5.2 Defining Australian universities………………………………………………..176 5.3 The status of teaching………………………………………………………….181 5.4 Measuring quality in teaching………………………………………………….184 5.5 Segmentation of teaching………………………………………………………187 5.5.1 Academic identities…………………………………………….188 5.5.2 Quasi-academic territories and third space professionals……...189 5.5.3 Teaching specialist categories in Australian universities……...191 5.6 Workplace conditions for teaching staff………………………………………193 5.6.1 Teaching workloads…………………………………………...193 5.6.2 Tenure and promotion………………………………………....195 5.6.3 Scholarship of Teaching and Learning (SoTL)………….……196 5.6.4 Institutional grants and awards………………………………..203 5.6.5 Leadership………………………………………………….…204 5.7 Conclusion…………………………………………………………………….205 Chapter 6 The Group of Eight……………………………………………………………207 6.1 Introduction……………………………………………………………………207 6.2 Establishing the Group of Eight……………………………………………….207 6.3 Segmentation and unification…………………………………………………210 6.4 Resistance and compliance……………………………………………………213 6.5 Competition and trust………………………………………………………….216 6.6 Mergers……………………………...…………………………………………220 6.7 Teaching……………………………………………………………………….224 v 6.8 Conclusion……………………………………………………………………………..229 Chapter 7 - The role of teaching in the Group of Eight universities…………………………..230 7.1 Introduction……………………………………………………………………230 7.2 Shifting the focus to teaching………………………………………………….230 7.3 Embedding teaching quality in institutional planning………………………....235 7.4 Marketisation and vocationalism………………………………………………237 7.5 Teaching-research nexus………………………………………………………241 7.6 Individual approaches to quality improvement in teaching…………………...243 7.6.1 Monash University…………………………………………….243 7.6.2 The Australian National University…………..……………….246 7.6.3 The University of Adelaide…………………………………....248 7.6.4 The University of Melbourne……………………………….....250 7.4.5 The University of New South Wales……………………….….254 7.6.6 The University of Queensland…………………………………256 7.6.7 The University of Sydney……………………………………...259 7.6.8 The University of Western Australia…………….…………….262 7.7 Teaching performance…………………………………………………………266 7.8 Conclusion……………………………………………………………………..272 Chapter 8 - Teaching specialist positions in the Group of Eight universities…………………274 8.1 Introduction……………………………………………………………………274 8.2 Defining teaching specialists……………………………………….…………275 8.3 Teaching specialist roles – what made them different?.....................................280 8.3.1 Teaching workloads…………………………………………...280 vi 8.3.2 Scholarship…………………………………………………….284 8.3.3 Leadership…………………………………………………….290 8.4 Support for teaching specialists……………………………………………….295 8.4.1 Teaching awards and grants……………..…………………….295 8.4.2 Advance HE Fellowships, teaching centres and support teams………………………………………………………….297 8.5. Professionalising teaching……………………………………………………..299 8.5.1 Peer review…………………………………………………….300 8.5.2 Promotion………………………………………………………303 8.5 Conclusion………………………………………………………………….….305 Chapter 9 Conclusion……………………………………………………………………..307 9.1 Introduction…………………………………………………….……………...307 9.2 Global context………………………………………………………………....307 9.3 National context……………………………………………………………….308 9.4 Purpose of universities………………………………………………………...311 9.5 Purpose of teaching……………………………………………………………312 9.6 Teaching specialists – elite teachers or an academic underclass in the Go8s?......................................................................................................316 Appendices……………………………………………………………………………………320 Appendix 1 - Teaching specialists advertisements (The University of New South Wales; The University of Queensland; Monash University; The University of Sydney)…………..………………………………. .320 Appendix 2 – Chief Executive Officer by University and Name, Title, Years of Service and Strategic Plan……………………………………..………324 vii Appendix 3 - Australian Awards for University Teaching (AAUT) Recipients by Year and AAUT Category, Group of Eight Universities and All Other Table A Provider Universities…………………………………...327 Appendix 4 - Group of Eight Universities by Staff Development, Teaching Support Centres and Networks, Peer Review of Teaching, Promotion Policies and Awards and Grants……………………………………………………..329 Appendix 5
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