Academics In Australia Research Articles

Transition from clinician to academic: an interview study of the experiences of UK and Australian Registered Nurses

The aim of this study was to explore and compare the experiences of nurses in Australia and the UK as they moved from clinical practice into higher education institutions. When nurse education moved from hospitals into higher education institutions, the roles and career pathways of nurse educators changed. The design method used in this study was qualitative interview study. Semi-structured interviews were undertaken with 14 nurse educators, seven in Australia and seven in the UK, in 2011-2012. Thematic analysis of the transcripts was undertaken and triangulated with automated content and thematic analysis by Leximancer© software. Nurse academics in Australia and the UK voiced similar enthusiasms and concerns. These coalesced around four emergent themes: adapting to change, external pressures, teaching and progress up the academic ladder. The Leximancer© analysis for both sites ranked 'research' as the primary theme, linked with 'time', 'University' and 'nursing' on both sites. Respondents were aware of the importance of research to career progression in universities, but most prioritized their teaching and clinical commitments for the sake of their organizations. Most respondents were supported in their doctoral studies, but the absence of postdoctoral research teams, mentors and role models was striking. Additional support is needed to ensure that nurse academics are able to pursue research beyond doctoral level.

Tweeting, friending, reporting: Social media use among journalism academics, students and graduates in the Asia-Pacific

This reflective article describes and analyses the use of Facebook and Twitter over a five-year timeframe by two journalism academics in Australia, whose industry and research expertise are in the Asia-Pacific. The use of social media has made possible for journalism educators an active electronic space in which to conduct discourse on development, publication, networking and career opportunities with students and alumni. This discourse and the educators, students or alumni who engage in it reflect the nature of the global media industry as inherently network-based (in contrast to employment approaches found in other industries such as graduate programmes in commerce, law or engineering). Because it operates using electronic communication, such discourse also reflects the industry which journalism graduates seek to enter as not being geographically confined to one city or state within Australia—instead, reflecting a rapid rate of movement between cities and states, or between countries, or between urban and rural locations. Using active participant observation, the researchers argue that social media can be used to develop and retain links with their students and alumni, by making use of the social connectedness that is coming to characterise communication. The researchers were early adopters of Facebook and Twitter communication with students. The article argues that social media has been beneficial in the conduct of these activities while exploring the use of social networking in relation to the politics of ‘friending’ or ‘following’ and ‘being followed’ by students.

Academics’ feedback on the quality of appraisal evidence

Purpose– This paper aims to explore academics’ perspectives on the quality of appraisal evidence at a Chinese university.Design/methodology/approach– An online survey with both closed items and open-ended questions was distributed among all academics at the university (n= 1,538). A total of 512 responded to the questionnaire. The closed items were initially analysed using EXCEL and SPSS; the open-ended questions were thematically analysed.Findings– The academics believed that the quality of student survey and peer observation of teaching were affected by subjectivity and the lack of understanding of appraisal. Academics also suggested that appraisals should be contextualised and the approach standardised. The study suggests the need for training that informs and engages relevant stakeholders to ensure the rigour of appraisal.Originality/value– The study raises the issue of quality assurance regarding appraisal data from the perspective of academics. It is based on the collaborative effort of academics in Australia, China and New Zealand, with the support of the management staff at the case study university. The study informs both appraisers and academics of quality assurance issues in appraisal. It also contributes to the literature, in that it initiates dialogues between communities of practices through collective questioning on the quality and mechanisms of appraisal in tertiary education.

“I Still Feel Isolated and Disposable”: Perceptions of Professional Development for Part-time Teachers in HE

Part-time teachers form an increasingly large part of the workforce within the Academy, in the UK and internationally. They can be employed on sessional or hourly-paid lecturer contracts, and as casual employees are not always able to access professional or academic development and support that is available for other employees. In 2013/14, there has been extensive coverage in the national and higher education press about ‘zero-hours’ contracts. Although some part-time teachers are also graduate students and able to access development through graduate schools and the like, it is likely that many hourly-paid lecturers are left without support. A survey of hourly-paid lecturers at one University in the UK provided data on how these individuals perceived the support and development opportunities available to them. Accessing the hourly-paid lecturers was challenging. Unsurprisingly, given the difficulties in communicating with them as a cohesive group, 60% (n=78) reported that they were unable to access or unaware of any development opportunities. In addition, this group of UK part-time teachers reported feeling isolated and lacking in support, as has been reported by casual academics in Australia.

Australian accounting academics: challenges and possibilities

Purpose – The purpose of this paper is to provide a thought-provoking, attention-directing diegesis about the quality of the experience for those working as academic accounting scholars. Design/methodology/approach – Using storytelling by the authors as narrators and a literature review, this paper examines challenges to, and possibilities for, accounting academics. Findings – The study reveals a number of possibilities for the sustainability of the accounting academy in Australia, all of which rely on the symbiotic relations between the three elements of the profession – practitioners, policymakers and academics – to prepare accounting and business professionals for the future. Research limitations/implications – The study is limited to the Australian context of academic accountants and, therefore, the identified possibilities for accounting academics in other contexts may differ. Practical implications – This paper identifies the challenges for contemporary accounting academics in Australia and presents opportunities for sustainability of the Australian accounting academy. Originality/value – This paper uses a story to explore its overarching theme of the quality of the academic experience for accounting academics in Australia. The story is developed from the authors’ combined experiences of > 80 years as accounting academics who are also actively engaged with the profession.

Exploring the fit of e-books to the needs of medical academics in Australia

Purpose – The purpose of this study is to explore the extent to which e-books fit the needs of medical academics of the University of New South Wales (UNSW) in the performance of their academic tasks. Design/methodology/approach – A web-based survey was distributed to all UNSW academics in medicine, and 224 completed responses were analyzed according to the attributes of a task-technology fit (TTF) model developed for e-books in academic settings. Findings – Although the UNSW Library had access to > 225,000 e-books, usage by medical academics was relatively low (38 per cent); however, most (92 per cent) predicted that they would be using e-books within the next five years. Nearly two-thirds (65 per cent) had portable devices including smartphones, and 90 per cent rated the ability to search across full text in an e-book of moderate-to-high importance. Research tasks dominated the use of e-books, and 71 per cent agreed that e-books helped improve their overall productivity. Research limitation/implications – Only 224 (8 per cent) of 2,790 medical academics at UNSW participated in the study. The low response rate and over-representation of research only academics limit the extent of generalization of the findings. Originality/value – This is the first study on the use of e-books among academics in the Faculty of Medicine – comprising nearly 64 per cent of all UNSW academic staff. The findings highlight the extent of e-books used by medical academics and their enthusiasm for access to digital resources. There is also the suggestion that the library must continue to develop services to ensure delivery of task-compatible e-books to medical academics in increasingly mobile environments.

Exploring the utility of workload models in academe: a pilot study

The workload of academics in Australia is increasing. Among the potential ramifications of this are work-related stress and burnout. Unions have negotiated workload models in employment agreements as a means of distributing workload in a fair and transparent manner. This qualitative pilot study aimed to explore how academics perceive their current workload and the utility of workload formulas within their workplace. The findings revealed five themes: scepticism, anger, vindication, justice and balance. Workload models appear to have utility within academia as a means of balancing role expectations in an equitable and transparent manner. They are also useful for demonstrating workloads to management objectively and identifying staff at increased risk of burnout because of inappropriately high workloads. Problematic issues identified were perceptions that workload models are management tools to control and monitor the workplace, and their implementation would not result in change.

Rediscovering Law Students as Citizens

In a series of publications over the last decade, Australian National University Professor Margaret Thornton has documented a disturbing change in the nature of legal education. This body of work culminates in a recently published book based on interviews with 145 legal academics in Australia, the United Kingdom, New Zealand and Canada. In it, Thornton describes a feeling of widespread unease among legal academics that society, government, university administrators and students themselves are moving away from viewing legal education as a public good which benefits both students and society. Instead, legal education is increasingly being viewed as a purely private good, for consumption by the student in the quest for individual career enhancement.

Rethinking the Thinking on Democracy in Education: What Are Educators Thinking (and Doing) About Democracy?

This paper examines perspectives and perceptions of democracy of pre- and in-service teachers as well as teacher-education academics in Australia in order to develop a robust and critical democratic education. Using data from an on-line survey the paper presents the quantitative analyses, and the qualitative responses of contrasting understandings of democracy, citizenship and the role of education in the promotion and development of an active and thick democracy the paper critiques the neo-liberal (thin) democratic discourse of contemporary Australian academic research that suggests that the Civics and Citizenship Education project only requires some augmentation highlighting issues like sustainability and globalization while ignoring social justice issues. It begins by outlining the concepts of thick and thin democracy, and revisits the state of civics and citizenship education (CCE) in Australia. It is argued that while the pre-service teachers in this study may have a more critical and thicker understanding of democracy that is mirrored in the views of their teacher-education professors, the practicing teachers, on the other hand, have largely adopted the mainstream neo-liberal discourse, presenting a tendency to view democracy in a very narrow or thin way that may impact on their classroom practice. The paper concludes with recommendations related to what a thick democracy might actually look like in school education.

The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia: A focus group study

Objectiveto describe Australian midwifery academics' perceptions of the current barriers and enablers for simulation in midwifery education in Australia and the potential and resources required for simulation to be increased. Designa series of 11 focus groups/interviews were held in all states and territories of Australia with 46 participating academics nominated by their heads of discipline from universities across the country. Findingsthree themes were identified relating to barriers to the extension of the use of simulated learning environments (SLEs) (‘there are things that you can't simulate’; ‘not having the appropriate resources’; and professional accreditation requirements) and three themes were identified to facilitate SLE use (‘for the bits that you're not likely to see very often in clinical’; [‘for students] to figure something out before [they] get to go out there and do it on the real person’; and good resources and support). Key conclusionalthough barriers exist to the adoption and spread of simulated learning in midwifery, there is a long history of simulation and a great willingness to enhance its use among midwifery academics in Australia. Implications for practicewhile some aspects of midwifery practice may be impossible to simulate, more collaboration and sharing in the development and use of simulation scenarios, equipment, space and other physical and personnel resources would make the uptake of simulation in midwifery education more widespread. Students would therefore be exposed to the best available preparation for clinical practice contributing to the safety and quality of midwifery care.

So how can we frame our identity?

Journal of Paramedic PracticeVol. 3, No. 2 EditorialSo how can we frame our identity?Peter O'MearaPeter O'MearaSearch for more papers by this authorPeter O'MearaPublished Online:16 Aug 2013https://doi.org/10.12968/jpar.2011.3.2.57AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Drazin R (1990) Professionals and Innovation: structural-functional versus radical-structural perspectives. Journal of Management Studies 27(3): 245–63 Crossref, Google ScholarEwing R, Smith D (2001) Doing, Knowing, Being and Becoming: the Nature of Professional Practice. In J. Higgs & A Titchen (Eds) Professional Practice in Health, Education and the Creative Arts. Blackwell Science, Carlton Crossref, Google ScholarKinsella EA (2009) Professional knowledge and the epistemology of reflective practice. Nursing Philosophy 11(1): 3–14 Crossref, Google ScholarMakely S (2005) Professionalism in health care: a primer for career success. Pearson Prentice Hall Upper Saddle River, New Jersey Willcock AA (1999) Reflections on doing, being and becoming. Australian Occupational Therapy Journal 46(1): 1–11 Google ScholarWoollard M (2006) The Role of the Paramedic Practitioner in the UK. Journal of Emergency Primary Health Care 4(1): 1–11 Google Scholar FiguresReferencesRelatedDetailsCited byChallenges and changes with COVID-19: Canadian paramedics' experiencesLindsey Boechler, Polly Ford-Jones, J Chris Smith, Patrick Suthers, Cheryl Cameron30 September 2022 | International Paramedic Practice, Vol. 12, No. 3Identity, positionality and reflexivity: relevance and application to research paramedicsBritish Paramedic Journal, Vol. 7, No. 2The Definition of Paramedicine: An International Delphi Study1 December 2021 | Journal of Multidisciplinary Healthcare, Vol. Volume 14Paramedic academics in Australia and New Zealand: The ‘no man's land’ of professional identityNurse Education in Practice, Vol. 33Chapter 6 Expertise and Decision-Making in Emergency Medical Services20 April 2017Regulation and registration as drivers of continuous professional competence for Irish pre-hospital practitioners: a discussion paper12 February 2016 | Irish Journal of Medical Science (1971 -), Vol. 185, No. 2Experiences in Becoming a Paramedic: The Professional Socialization of University Qualified ParamedicsCreative Education, Vol. 07, No. 06Building an Australasian paramedicine research agenda: a narrative review15 December 2015 | Health Research Policy and Systems, Vol. 13, No. 1Defining the paramedic processAustralian Journal of Primary Health, Vol. 21, No. 1The art and science of mentorship in action16 August 2013 | Journal of Paramedic Practice, Vol. 4, No. 8 4 February 2011Volume 3Issue 2ISSN (print): 1759-1376ISSN (online): 2041-9457 Metrics History Published online 16 August 2013 Published in print 4 February 2011 Information© MA Healthcare LimitedPDF download

Research Evaluation Down Under: An Outsider's View from the Inside of the Australian Approach

Introduction Australia is conducting its first national evaluation of university research. It has been a rocky start. Preparations began in earnest in 2005 with the establishment of an administrative group within the Commonwealth (national government) bureaucracy to carry out assessment the Research Quality Framework (RQF). The RQF details were never finalized, but the proposals sent out for consultation with the university sector suggested assessment along lines similar to the U.K. Research Assessment Exercise. Specifically, the end result was to provide a quality ranking by discipline-based units for each university determined by an expert panel in that academic discipline. The nascent scheme had Australian heterodox economists extremely worried that the RQF would speed the decline of heterodox research and teaching down under (see King 2007). There was relief among heterodox economists when the Liberal-National Party Coalition (conservative) government was defeated by the Australian Labor Party (ALP) (center-left) at elections in November 2007 and the RQF was abandoned. However, the policy of conducting a research assessment was not abandoned in totality. Instead, the new government replaced the RQF with Excellence in Research in Australia (ERA). This has left substantial concerns about the likely impact on heterodox economists (see King and Kriesler 2008). The intention of ERA is to provide an evaluation of the research performance by academics in Australia within discipline and subdiscipline groupings. (1) The evaluation will be informed by quantitative information on the amount and quality of activity (publications, funded expenditure, and applied outcomes) per researcher within each discipline classification over the period 2003-2008. The quantitative information together with qualitative information is to be assessed by expert discipline panels to place the research performance of each discipline at each university into a performance band from one to five, representing a level of performance relative to world performance benchmarks. The Labor government has indicated that the results of ERA will only be published as a distribution of outcomes across universities. No results for individual universities are to be published (no league table), although each university will be given the results of its own performance evaluation in each discipline along with comments from the expert review panel. Further, the results are not to be used in determining funding allocations for universities. Nonetheless, universities can be expected to use the results in hiring and promotion decisions of individuals and in determining areas for expansion or closure. Periodic repeats of the exercise are intended and no commitment has been made regarding continuing the exclusion of funding consequences or the ban on publishing results for ranking universities by discipline. King and Kriesler (2008) provide examples of how Australian university economics departments are dealing with heterodox economists in anticipation of the implementation of ERA. While the experiences cited are diverse, there are clearly some warning signs for heterodox economists. This article reviews several aspects of the proposed Australian research evaluation exercise as it relates to heterodox economics. The section below contains a discussion of the approach to research evaluation planned for ERA. This is followed by an account of the revision of the research code classification that was undertaken in 2007, which led to substantial controversy regarding the positioning of economic history and the history of economic thought. The fourth section reviews the recently completed journal ranking exercise, while the fifth discusses other elements of the research evaluation exercise. The article concludes with personal observations and words of advice. In discussing the development and potential effects of ERA, the author draws on his involvement in peer-review processes connected to research evaluation. …

Are business academics in Australia experiencing emotional labour? A call for empirical research

AbstractThe concept of ‘emotional labour’ is concerned with occasions when feelings are managed to create publically observable emotions in organizational settings in ways that involve them being ‘sold for a wage’ and therefore taking on an ‘exchange value’ (Hochschild (1983: 7). Drawing on an in-depth literature review, this paper explore grounds for arguing that business academics in Australia are experiencing emotional labor. The authors consider the application of findings concerned with emotional labor in a variety of occupations in relation to the context of university business schools. More specifically, they discuss how two decades of increasing marketisation, commercialisation and service orientated university practices may have contributed to emotional labor in Australian university business schools. The paper draws two conclusions. Firstly, educational managers need to be better informed about the positive and negative implications of emotional labor so that they can develop appropriate strategies, guidelines and workplace environments at the organizational level. Secondly, that a review of the literature suggests that empirical research is warranted in order to address the question posed in the title of the paper.

Are business academics in Australia experiencing emotional labour? A call for empirical research

AbstractThe concept of ‘emotional labour’ is concerned with occasions when feelings are managed to create publically observable emotions in organizational settings in ways that involve them being ‘sold for a wage’ and therefore taking on an ‘exchange value’ (Hochschild (1983: 7). Drawing on an in-depth literature review, this paper explore grounds for arguing that business academics in Australia are experiencing emotional labor. The authors consider the application of findings concerned with emotional labor in a variety of occupations in relation to the context of university business schools. More specifically, they discuss how two decades of increasing marketisation, commercialisation and service orientated university practices may have contributed to emotional labor in Australian university business schools. The paper draws two conclusions. Firstly, educational managers need to be better informed about the positive and negative implications of emotional labor so that they can develop appropriate strategies, guidelines and workplace environments at the organizational level. Secondly, that a review of the literature suggests that empirical research is warranted in order to address the question posed in the title of the paper.

The Indian and Chinese Academic Diaspora in Australia: A Comparison

The shift in international migration research away from a focus on permanent displacement and settlement to transnationalism has not been accompanied by a similar shift in international migration systems which are still based on the old paradigm. This study utilizes Australia-based secondary and primary data to show the actual nature of population movement between two of Australia's major countries of origin of migrants: China and India. It focuses particularly on one group of migrants — university-based researchers and teachers. The paper demonstrates that the mobility relationship between Australia on the one hand, and India and China on the other, is most accurately depicted as a complex system involving substantial and diverse flows in both directions. Survey data are used to explore the linkages maintained by Indian and Chinese academics in Australia with their homelands. The findings suggest that there is considerable scope from the perspectives of China and India to engage their diaspora in activities which will be beneficial to development.

Australian Women Academics’ Career Advancement: Personally or Systemically Driven?

In the lack of comprehensive empirical research that combines both personal and systemic perspectives of women academics’ career advancement, this paper provides some suggestions on the factors that affect career progression of women academics in Australia. Data were collected from women academics in Australia using a Web questionnaire designed to cover all four major workplace dimensions: individual, human capital, interpersonal, and organizational. Overall, human capital is found to be the reason for Australian women academics’ advancement to the Professorial classifications. The contribution of the interpersonal and organizational dimensions to that explanation is modest, and no explanation is obtained from the individual dimension.

Supply issues for science academics in Australia: now and in the future

Australia, like the rest of the developed world, is in the midst of dealing with notable issues related to the age structure of its academic workforce. These issues are widespread and have been articulated in the Australian context most comprehensively by Hugo (2008). This paper investigates issues with demographic change and other key factors related to the desirability of a science or mathematics academic career within Australian universities. It draws on the findings of a research project undertaken in 2008 for the Department of Education, Employment and Workplace Relations. The findings show that while demographic issues are not as dire for science academics compared to the entire sector, issues relating to tenure, workload and retaining young science academics in Australia are a threat to the long-term sustainability of science faculties in Australian universities.

Perceptions on Industry Placements: A Scoping Study of Academics in Australia

Perceptions on Industry Placements: A Scoping Study of Academics in Australia

The barriers to further adoption of organic farming and genetic engineering in Australia: views of agricultural professionals and their information sources

AbstractResearch has shown that agricultural professionals are one of the major influences on farmer adoption of agricultural innovations. Genetic engineering and organic farming represent two vastly different innovations in agriculture, and both assert to have important sustainability outcomes. This paper presents the views from a telephone survey of agricultural scientists, extension officers and academics in Australia (n=185) on the barriers to further adoption of organic farming and agricultural genetic engineering, as well as exploring where they obtain their information about the two innovations. Many professionals believe that market issues (in terms of small market size and the extent that consumers are willing to pay premiums) will limit the size of farmer adoption of organics in Australia, while on-farm issues (in terms of production difficulties and pest and disease problems) are named as the second largest barrier to further adoption. On the other hand, professionals from the targeted sample, who were more knowledgeable about organic farming, named information needs and lack of government support as the major barrier facing further diffusion of organic farming. In contrast, public attitudes and negative media portrayal are named as the largest barrier facing further adoption of genetic engineering in Australia. The uncertainty surrounding the research into genetic engineering (and the lack of long-term research) is believed to be the second largest barrier facing further diffusion of genetic engineering while market problems are seen as the third largest barrier.

Changes in higher education and valuing the job: the views of accounting academics in Australia

In a previous article (Bellamy et al., 2003), the authors reported on survey research that investigated reasons why academics from business disciplines enter and remain in academia, and the conditions they deem necessary to creating ideal work satisfaction. For both entering and remaining, as well as in achieving ideal work satisfaction, the most important factors were found to be autonomy and flexibility, with teaching and research the next most important factors. In a subsequent analysis of the data, reported in this article, the authors identify and explore significant differences between accounting academics and other business academics in the relative importance placed on these key factors. The findings may be used to inform policy makers and university administrators of the importance of discipline differences when identifying key factors for recruitment and retention of accounting academics specifically, and business academics generally.