The new ‘Screenomatic’ model can protect students and academics, while still providing useful feedback.
Academics described their universities as exploitative, oppressive, toxic and fiscally driven. They felt themselves being dehumanised and demoralised by management. Most reported feelings of burnout.
Talk of “breaking down the barriers” is all too often a cover for breaking down academic disciplines to create administrative flexibility.
Faculty in a cross-country survey recommended modifying metrics used to gauge productivity to account for the differential impacts of the pandemic on women and racialized faculty.
Teaching News You Can Use is a new online resource to guide and inspire university teachers and, in doing so, help build an academic community that recognises good teaching practice.
You’d think class sizes would be an important consideration for students when choosing a university, but universities don’t make that information public. They should.
Student experience or satisfaction surveys are not a reliable guide to teaching performance. Even worse, anonymous survey responses are at times little better than university-facilitated hate speech.
Casual staff often miss out on professional development and feel isolated and invisible. Team teaching helps support these staff while improving the continuity and quality of university teaching.
We live in a world of spoken, visual and written communication, but the third mode continues to dominate teaching and assessment in university communication courses.
The sameness of the way in which universities present themselves is based on a shared view of what they think stakeholders want. Behind the official facade it’s more like ‘organised anarchy’.
Workplace stress among academics has long been higher in Australia and New Zealand than overseas, and research suggests the flow-on impacts on students could fuel a vicious cycle of negative feedback.
The Job-Ready Graduates policy aims to remove ‘the misalignment between the cost of teaching a degree and the revenue that a university receives to teach it’. But new research challenges its costings.
At best, when universities differentiate and specialise it can marshal talent and sharpen their focus. At worst. though, this debate can present universities with a false dilemma.
The forced transition to online university learning will mean teaching practices will be permanently changed.
Treating online education as a cheap alternative to lectures will be a mistake. At first universities will probably have to allow more preparation time and invest more in training and technology.
More than 90% of universities in the world have been built since 1949. The vast majority built large campuses outside city centres, and all for much the same reasons.
The benefits of online learning include accessibility and a personalised approach.
Pre-recording videos, giving specific instructions and sharing your emotions with your students will lead to success in the online classroom.
Technology has disrupted the way universities offer courses, the types of skills we will need, and the duration for which we will need them. Here are three things universities must do to survive.
The higher education sector may be the the third largest employer of casual staff in Australia. More cuts to universities mean the use of casual academics could increase further.