academic life in the measured university · gleebooks in glebe, and better read than dead in...
TRANSCRIPT
The
Univ
ersi
ty o
f Sy
dney
sydney.edu.au
5th
Inte
rnat
iona
l Aca
dem
icId
entit
ies C
onfe
renc
e 20
16
Wed
nesd
ay 2
9 Ju
ne -
Frid
ay 1
July
201
6
Acad
emic
life
in th
e m
easu
red
unive
rsity
: pl
easu
res,
par
adox
es
and
polit
ics
Cont
ents
ima
ge: istockphoto.com
Contents
Welcome ������������������������������������������� 4Acknowledgements ��������������������������� 5General Information �������������������������� 6Program �������������������������������������������� 8Keynotes������������������������������������������� 13Panel ������������������������������������������������ 15Abstracts Day 1 ��������������������������������� 16Abstracts Day 2 ���������������������������������35Abstracts Day 3 ���������������������������������52List of participants ��������������������������� 61 Notes����������������������������������������������� 64
Acad
emic
life
in th
e m
easu
red
unive
rsity
: pl
easu
res,
par
adox
es
and
polit
ics
5th
Inte
rnat
iona
l Aca
dem
icId
entit
ies C
onfe
renc
e 20
16
Wed
nesd
ay 2
9 Ju
ne -
Frid
ay 1
July
201
6
Page
4Th
e Un
iver
sity
of
Sydn
ey<5
th I
nter
nati
onal
Aca
demi
c Id
enti
ties
Conference 2016>
sydney.edu.au
Welcome
Talk to any academic in any part of the world for long enough, and beneath the obvious passion for their subject, their delight in witnessing their students learn, and their excitement about their latest research project, lingers a very real concern about the changing nature of academia, in particular, the increasing measurement and surveillance of university life� For some, the relentless efforts to reduce teaching quality, student satisfaction, research achievements and output, graduate destinations and the like to simple ‘measures’, and to make academics (and universities) more accountable for them, are welcome developments designed to redirect labour, energy and scarce public resources more efficiently and strategically� Yet for others, these same efforts appear to have prematurely settled a number of questions that still remain alive and urgent for many academics� At least three questions occur to us� What is an academic life for? How can we participate in it authentically? How do we care for its future while seeking to act against the ills that haunt the world? Indeed, it is impossible to respond adequately to these questions without taking seriously the changing and complex landscape that universities and higher education find themselves embroiled in across the world�
This conference represents a small yet vibrant contribution to these conversations� Hosted at the University of Sydney - Australia’s first university - we meet together on Aboriginal land, the lands of the Gadigal people of the Eora nation� It is upon their ancestral lands that this University is built� As we share our own knowledge, teaching, learning, and research practices at this conference, may we also pay respect to the knowledge embedded forever within the Aboriginal Custodianship of Country� This is the fifth iteration of the International Conference on Academic Identities� The first was hosted by the University of Central Lancashire in 2008; the second in
2010 in Glasgow at the University of Strathclyde; the third at the University of Auckland in 2012; the most recent in 2014 at Durham University� This year at Sydney, we have an impressive program, with three renowned and provocative keynotes, and a diverse panel focused on the contemporary manifestations and challenges of academic activism�
We also want to mark something special about this conference� Each time it is offered, its planning and organisation is done and run out of love, by a small band of academics alert to the pleasures of academic life; who continue to puzzle together over its paradoxes; and who want to share ways that we (and our work) can be political drawing on practices that are savvy, effective and thoughtful� If this happens to be your first time at the conference, to the University, or to Sydney itself, we sincerely hope you find yourself surrounded by, and engaged in, stimulating exchanges with friends old and new�
We look forward to meeting you at the conference�
Dr Tai Peseta Educational Innovation The University of Sydney Professor Simon Barrie Pro Vice-Chancellor Learning Transformations Western Sydney University
Page
5Acknowledgements
Educ
ation
Port
doli
o
The conference is an initiative of the Office of the Deputy Vice-Chancellor Education Professor Philippa Pattison at The University of Sydney� The DVC-E provided much needed and appreciated seed funds to kick-start the planning and organisation of the conference� Thanks too, to colleagues in Educational Innovation (formerly, the Institute for Teaching and Learning), and particularly to Professor Adam Bridgeman�
Our keynote Professor Gert Biesta’s visit was supported through a 2015 project by the World-wide Universities Network (WUN) Challenges of access and equity: the higher education curriculum answers back led at The University of Sydney�
Brooke Fuz & James Tracy deserve special mention for supporting all aspects of the conference organisation from name badges to conference website design to sorting out the technology, and all essential elements in between� It is too easy to underestimate the extent of Brooke and James’ contribution; a list would be a start but is likely to be insufficient� It is not only the hands-on work that they do it is the general level of confidence and calm they inspire� Enormous, enormous thanks to you both!
Members of the Steering Committee include:
− Simon Barrie, Western Sydney University (co-convenor)
− Agnes Bosanquet, Macquarie University
− Jeanette Fyffe, La Trobe University
− Barbara Grant, The University of Auckland
− Giedre Kligyte, The University of New South Wales
− Melinda Lewis, The University of Sydney
− Jan McLean, The University of New South Wales
− Tai Peseta, The University of Sydney (co-convenor)
− Machi Sato, Hiroshima University
− Jan Smith, Durham University
In addition to the Steering Committee, a number of friends and colleagues across the world gave their precious time to review submissions. Our sincere thanks to:
− Mark Barrow, The University of Auckland
− James Burford, Thammasat University
− Susan Carter, The University of Auckland
− Kim DeBacco, University of California Santa Barbara
− Roberto Di Napoli, Kingston University
− Julie Hall, Roehampton University
− Meegan Hall, Victoria University Wellington
− Trevor Holmes, University of Waterloo
− Adrian Kelly, University of Technology Sydney
− Daphne Loads, University of Edinburgh
− Bruce Macfarlane, University of Southampton
− Lynn Quinn, Rhodes University
− Kirsten Sadler, Victoria University
− Kathryn Sutherland, Victoria University Wellington
− Paul Sutton, University of St Mark & St John
− JoAnne Vorster, Rhodes University Additional thanks and appreciation to:
− Nathan Moran, CEO Metropolitan Local Aboriginal Land Council
− Professor Duncan Ivison, Deputy Vice-Chancellor Research
− All the staff at Taste café
− All the staff at the National Maritime Museum
− Jack Purdon Quartet
− Alysha Hooper, University Co-op Bookshop
Acknowledgements
Page
6Th
e Un
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Sydn
ey<5
th I
nter
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Aca
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Conference 2016>
sydney.edu.au
General Information
Practicalities Registration deskThe Registration desk is located on the Level 1 foyer of the New Law Building, Eastern Avenue, Camperdown Campus� The desk will open at 8�00am on the first morning of the conference, and 8�15am on the remaining days� Collect your name badge, program, campus map and all manner of other goodies in your conference bag at the desk�
Wi-fi and TwitterUser name: AIconference Password: 86180661 The official conference hashtag: #ACIDC2016
Venue and roomsThe rooms used for the keynotes and all the presentations are also located on Level 1 of the New Law Building� The keynotes and panel session will be held in the New Law Lecture Theatre 101 located behind the Registration Desk� The seminar rooms 100, 102, 105 and 107 are also located on Level 1�
The University of Sydney is a non-smoking campus�
CateringLunch, morning and afternoon teas will be served on Level 1 of the New Law Building� You can purchase coffee from the café Taste located on Level 2� If you have indicated special dietary requirements, look for the table marked with your specific food needs�
BookstandIn collaboration with the University’s Co-op Bookshop, we
have a number titles focused on the conference theme available for purchase� Conference delegates are entitled to a discount�
Disability accessThe New Law Building contains lift access on Level 2 (street access to the building)� For access to the Registration desk exit at Level 1; for the New Law Lecture Theatre 101 exit the lift at the bottom level� Please contact us in advance so we can plan how best to support your mobility around the conference venues�
Emergency and evacuationIn the event of an evacuation, the Law School wardens will advise what action needs to be taken and where the meeting points are located�
Luggage storageWe have organised a room for luggage storage throughout the duration of the conference� Please check with staff at the Registration desk on the day�
Toilets Toilets are located on Level 1 of the New Law Building, to the right as you proceed down the main stairs from Level 2�
Banking facilitiesAn ATM is located on Level 2 of the New Law Building� The closest additional banking facilities can be found at the Wentworth Building (Commonwealth Bank)� Check your campus map for directions�
TaxisIf you are catching a taxi to the conference, ask the driver to
drop you in front of Fisher Library (entry via University Ave Gates on Parramatta Rd)� The New Law Building is a short walk from the library up Eastern Avenue�
If you would like a taxi to take you into the city, the best place to hail one from is City Rd� Alternatively, if you would like to phone for a taxi (pick up in front of Fisher Library), try the following companies:
Taxis Combined 133 300 Legion Cabs 13 14 51 Premier Cabs 13 10 17
If you plan to catch public transport to the University or you’re seeking information about parking on campus, please check the information at the conference website�
Social Drinks and canapés on Wednesday evening.Included as part of your registration, join us for an informal evening of drinks and canapés in the Taste café located on Level 2 from 5�00-6�30pm� We will also be launching the edited collection Identity Work in the Contemporary University: exploring an uneasy profession� The collection highlights presentations from the 2014 Academic Identities conference held at Durham University�
Restaurant and bar recommendationsYour conference bag contains recommendations for a variety of restaurant and bars close to the University� Do aim to book group dinners in advance�
Page
7General Information
Educ
ation
Port
doli
o
Conference dinnerThe conference dinner will be held from 7pm on Thursday 30 June in the Terrace Room, National Maritime Museum, Darling Harbour� Your conference bag contains an envelope with your ticket to the conference dinner� If you have a guest registered to accompany you, their ticket will also be in your bag�
For those of you visiting Sydney for the first time and are keen to sample its cultural life
− Do the Bondi to Bronte coastal walk� It’ll be a breezy winter so the ocean will either be dead still, or very dramatic� If you’re game, here’s a list of equally spectacular walks you might also like to try�
− Make a day of checking out one, some or all of Sydney’s remarkable art/design scene: the University’s own collection of galleries, Museum of Contemporary Art (MCA), Art Gallery NSW, Museum of Applied Arts & Sciences, and the White Rabbit Gallery� Alternatively, slowly cruise through the backstreets of Newtown and Enmore to marvel at the inner west street art�
− Spend the morning taking in the delights of Bennelong Point: Circular Quay, The Harbour Bridge, The Sydney Opera House, and meander through Sydney’s Botanic Gardens� In the afternoon, take a ferry to Cockatoo Island - a UNESCO world-heritage-listed site� Located in the middle of beautiful Sydney Harbour, the island has an interesting and colourful history� You can even stay overnight!
− Sydney is home to some crazy good bookstores� Here are some that are not more than 20mins from the University: Kinokuniya in the city, Gleebooks in Glebe, and Better Read than Dead in Newtown�
− Hop on a train to the Blue Mountains for an overnight or weekend stay� Take your lodgings in Katoomba, Leura or Blackheath (our favourite) and, if it’s not too cold, have a go at one of the half-day bushwalks� You won’t forget the views in a hurry�
− Wander around any number of Sydney’s of markets� We recommend these: Eveleigh Farmers’ Markets, Sydney Fish Markets (food and produce),
Rozelle Markets & Glebe Markets (flea and second-hand), The Rocks Markets & Paddington Markets (mostly fashion, creative and craft)� All are open on Saturdays and some, even on Sundays�
− Check out a footy game while you’re in town� Rugby league is the city’s game of choice (the South Sydney Rabbitohs seem to have won the University over) and clearly soccer is growing too but if the Sydney Swans (Aussie Rules Football) are playing at their home ground, you will get a good insight into the Australian sporting psyche� Get tickets in advance from Ticketmaster Australia�
− Take in a show at one of Sydney’s many renowned theatre companies� The Belvoir and Griffin theatre companies tend to showcase local Australian stories� The Sydney Theatre Company is much more international� No matter which one you choose, if you hang around the bar long enough after the show, there’s a very good chance you’ll be able to tell the director and actors exactly what you thought!
Street level main entrance on Eastern Avenue is considered Level 2. Participants will need to take stairs or elevator either up to Level 3 & 4 or down Level 0 & 1 depending on the room allocation.
Hicksons
David Harland
Tress Cox
Lawyers
Ian Callinan
New Law Lecture Theatre
8.00
-9.0
0am
Reg
istr
atio
n –
Lev
el 1
Foy
er, N
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Key
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Doe
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t th
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sity
it d
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ves?
How
to
cond
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our
acad
emic
live
s in
the
impu
lse
univ
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ty
Pro
fess
or G
ert
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nive
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Col
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, kin
dnes
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d ca
re in
the
m
easu
red
univ
ersi
ty: H
uh?
Trac
y Fo
rtun
e, P
risci
lla E
nnal
s, C
hery
l N
eils
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Bru
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Ano
o B
hopt
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Tro
be U
nive
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Bec
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iddl
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anag
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in c
hang
ing
cultu
re o
f th
e un
iver
sity
Mac
hi S
ato,
Hiro
shim
a U
nive
rsity
& S
hinj
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teis
hi, N
atio
nal I
nstit
ute
for
Edu
catio
nal
Pol
icy
The
Life
of
Lang
uage
and
Lea
rnin
g A
cade
mic
s in
the
Mea
sure
d U
nive
rsity
D
ana
Cha
hal
Vic
toria
Uni
vers
ity
Rou
ndta
ble:
60
min
s C
lass
Per
form
ance
ver
sus
Car
eer
Per
form
ance
: Neg
otia
ting
an
App
ropr
iate
Qua
lity
Age
nda
in t
he
Eva
luat
ion
of U
nive
rsity
Tea
chin
g C
olm
Har
mon
, Jam
es C
urra
n &
M
aega
n B
aker
T
he U
nive
rsity
of
Syd
ney
Sym
posi
um: 9
0m
ins
Bec
omin
g A
CA
DE
MIC
WR
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GM
AC
HIN
E E
ileen
Hon
an, T
he U
nive
rsity
of
Que
ensl
and;
Lin
da H
ende
rson
, M
onas
h U
nive
rsity
& S
arah
Loc
h,
Uni
vers
ity o
f Te
chno
logy
Syd
ney
Usi
ng t
he c
once
pt o
f ki
ndne
ss t
o br
ing
an a
ltern
ativ
e, r
elat
iona
l vie
w t
o be
com
ing
an a
cade
mic
in t
he m
easu
red
univ
ersi
ty
Jan
McL
ean
Uni
vers
ity o
f N
SW
Who
am
I? T
NE
and
Chi
nese
Aca
dem
ics:
Id
entit
y, la
ngua
ge, i
nves
tmen
t an
d in
terc
ultu
ral c
omm
unic
atio
n as
site
s of
st
rugg
le in
TN
E e
nviro
nmen
ts in
Chi
na
Stu
art
Per
rin, X
i’an
Jiao
tong
Live
rpoo
l Uni
vers
ity
Per
sona
l and
pro
fess
iona
l tr
ansf
orm
atio
n in
str
uctu
res
of
perf
orm
ativ
ity
Cha
rles
Nea
me
Man
ches
ter
Met
ropo
litan
Uni
vers
ity
Col
legi
ality
– t
he c
ontr
adic
tions
and
th
e pr
omis
e fo
r ac
adem
ic id
entit
ies
in
mea
sure
d un
iver
sitie
s G
iedr
e K
ligyt
e U
nive
rsity
of
NS
W
The
mea
sure
d su
bjec
tiviti
es o
f ac
adem
ic
care
ers
in t
he U
K
Jan
Sm
ith
Dur
ham
Uni
vers
ity
Lost
Sou
ls: t
he d
esoc
ializ
atio
n of
A
cade
mic
Lab
our
in t
he M
easu
red
Uni
vers
ity
Pau
l Sut
ton
Uni
vers
ity o
f S
t M
ark
& S
t Jo
hn
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0-1.
30pm
Lunc
h
DAY
1 -
Wed
nesd
ay 2
9th
June
1.30
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0pm
S
essi
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Roo
m 1
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Val
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in t
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Mea
sure
d U
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Man
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t Jo
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nive
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& R
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Joh
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nive
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A d
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coun
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the
impa
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f st
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Sop
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Dan
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itch,
Jul
iana
Rya
n &
Sus
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acfa
rlane
Dea
kin
Uni
vers
ity
Pre
ssed
for
tim
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evel
opin
g an
aca
dem
ic
iden
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whi
le b
ecom
ing
a re
sear
cher
in b
usy
PhD
life
Li
lia M
anta
i & A
gnes
Bos
anqu
et
Mac
quar
ie U
nive
rsity
Per
form
ance
: 90
min
s P
oetr
y an
d th
e M
easu
red
Uni
vers
ity
Kim
DeB
acco
, Uni
vers
ity o
f C
alifo
rnia
San
ta
Bar
bara
& J
ames
Bur
ford
, Tha
mm
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Uni
vers
ity
Usi
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arra
tive
to e
xplo
re S
oTL
iden
tity
Bar
bara
Ken
sing
ton-
Mille
r, T
he U
nive
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of
Auc
klan
d &
Sue
Mor
on-G
arci
a, U
nive
rsity
of
Cen
tral
Lan
cash
ire
Rou
ndta
ble:
60
min
s Te
achi
ng D
ifficu
lt K
now
ledg
e: E
duca
tors
’ R
eflec
tive
Eng
agem
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with
Soc
ial J
ustic
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edag
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Tapo
Chi
mbg
anda
Yo
rk U
nive
rsity
Bec
omin
g a
rese
arch
er: m
appi
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ritic
al
deci
sion
s in
the
iden
tity
deve
lopm
ent
of H
DR
st
uden
ts
Har
ry R
olf
& D
enbe
igh
Arm
stro
ng
Uni
vers
ity o
f Ta
sman
ia
Tran
sfor
mat
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and
trou
bles
ome:
Refl
ectiv
e bl
oggi
ng f
or p
rofe
ssio
nal l
earn
ing
abou
t un
iver
sity
tea
chin
g
Am
ani B
ell,
Loui
se P
eral
ta &
And
y S
mid
t, T
he
Uni
vers
ity o
f S
ydne
y; P
enny
Whe
eler
, Aus
tral
ian
Cat
holic
Uni
vers
ity
Trai
ning
eth
ical
res
earc
hers
in a
ris
k av
erse
en
viro
nmen
t K
ate
Mac
Nei
ll &
Bar
b B
olt,
The
Uni
vers
ity o
f M
elbo
urne
; Pia
Edn
ie-B
row
n, R
MIT
& M
egan
M
cPhe
rson
3.0
0-3.
30pm
Aft
erno
on t
ea
3.30
-5.0
0pm
Ses
sion
1C
Ro
om 1
00
- H
icks
ons
Roo
m 1
02
- D
avid
Har
lan
dR
oom
10
5 -
Ian
Cal
linan
Roo
m 1
07
- Tr
ess
Cox
Law
yers
Ana
lytic
s, c
ode
and
bare
(ac
adem
ic)
life:
R
esis
ting
mea
sure
men
t an
d re
clai
min
g co
mm
unity
Sta
nley
Frie
lick
Auc
klan
d U
nive
rsity
of
Tech
nolo
gy
Res
pond
ing
to t
he P
arad
ox o
f S
pace
, the
P
oliti
cs o
f S
tew
ards
hip
and
the
Abs
ence
of
Ple
asur
e: P
asifi
ka T
each
er E
duca
tors
and
th
e P
roce
ss o
f ‘b
ecom
ing’
Aca
dem
ics
in t
he
Mea
sure
d U
nive
rsity
Tany
a S
amu
The
Uni
vers
ity o
f A
uckl
and
Rou
ndta
ble:
60
min
s C
ompl
etio
n, p
ublic
atio
n an
d co
llabo
ratio
n: W
hat
is t
he m
easu
red
univ
ersi
ty d
oing
to
doct
oral
w
ritin
g?
Cal
ly G
uerin
U
nive
rsity
of
Ade
laid
e
Sym
posi
um: 9
0m
ins
The
uni
vers
ity a
s an
infin
ite g
ame
Nik
i Har
ré, S
ean
Stu
rm, K
irste
n Lo
cke
& B
arba
ra
M. G
rant
The
Uni
vers
ity o
f A
uckl
and
Aca
dem
ic Id
entit
ies,
Rel
atio
nalit
ies
and
Aff
ect
in
Mea
sure
d U
nive
rsiti
es
Sus
anne
Gan
non,
Wes
tern
Syd
ney
Uni
vers
ity;
Gie
dre
Klig
yte
& J
an M
cLea
n, U
NS
W; M
aud
Per
rier,
Uni
vers
ity o
f B
risto
l; E
lain
e S
wan
, Ila
ria
Van
ni &
Hon
ni v
an R
ijsw
ijk, U
TS
Enh
anci
ng r
elat
ions
hips
and
com
mun
ity
enga
gem
ent
thro
ugh
book
clu
bs t
hat
focu
s on
gr
atitu
de
Ker
ry H
owel
lsU
nive
rsity
of
Tasm
ania
Gen
derin
g m
easu
rem
ent/
mea
surin
g ge
nder
K
ate
Mac
Nei
ll, T
he U
nive
rsity
of
Mel
bour
ne &
A
nita
Dev
os, M
onas
h U
nive
rsity
; Am
anda
Col
es,
The
Uni
vers
ity o
f M
elbo
urne
Bei
ng a
nd b
ecom
ing
a pr
ofes
sion
al: R
esto
ring
hist
ory
to t
he e
duca
tion
of h
ealth
pro
fess
ions
Tr
acy
Fort
une
& S
arah
Bar
rade
ll, L
a Tr
obe
Uni
vers
ity &
Tai
Pes
eta,
The
Uni
vers
ity o
f S
ydne
y
5.15
-6.15
pmD
rinks
, can
apés
and
boo
k la
unch
- L
evel
2, T
aste
Caf
e
From
6.15
pmD
inne
r w
ith f
riend
s (w
e w
ill off
er a
num
ber
of r
ecom
men
datio
ns)
8.15
-9.0
0am
Reg
istr
atio
n de
sk
9.00
am-1
0.30
am
Ses
sion
2A
Roo
m 1
00
- H
icks
on
sR
oom
10
2 -
Dav
id H
arla
nd
Roo
m 1
05
- Ia
n C
allin
anR
oom
10
7 -
Tres
s C
ox L
awye
rs
“I a
m t
old
it is
pub
licat
ions
”: B
ecom
ing
a qu
antifi
ed a
cade
mic
in t
he m
easu
red
univ
ersi
ty
Agn
es B
osan
quet
, Mac
quar
ie U
nive
rsity
; Ja
son
Lodg
e, T
he U
nive
rsity
of
Mel
bour
ne
& K
elly
Mat
thew
s,T
he U
nive
rsity
of
Que
ensl
and
Per
form
ance
: 60
min
s
Ren
derin
g th
e pl
easu
res
and
para
doxe
s of
ac
adem
ic li
fe: u
sing
imag
es a
nd p
rose
to
spea
k ba
ck t
o th
e m
easu
red
univ
ersi
ty?
Cat
herin
e M
anat
hung
a, M
ark
Sel
krig
, K
irste
n S
adle
r &
Kim
Kea
my
Vic
toria
Uni
vers
ity
The
pow
er o
f co
llabo
ratio
n: T
eam
sup
ervi
sion
of
doct
oral
stu
dent
s M
arga
ret
Rob
erts
on
La T
robe
Uni
vers
ity
Rou
ndta
ble:
60
min
s U
nmea
sura
ble
Edu
catio
n an
d C
olla
bora
tion
on c
ampu
s:
The
Res
iden
tial C
olle
ge a
nd o
ther
exa
mpl
es o
f le
ss
form
al U
nive
rsity
Edu
catio
n Ja
ck T
an
The
Uni
vers
ity o
f M
elbo
urne
Neg
otia
ting
the
acad
emic
ter
rain
as
an
early
car
eer
acad
emic
Jenn
ie B
illot,
Auc
klan
d U
nive
rsity
of
Tech
nolo
gy &
Virg
inia
Kin
g, C
oven
try
Uni
vers
ity
Sup
ervi
sion
by
num
bers
: The
Soc
ial I
mag
inar
y of
Q
uant
ity a
nd Q
ualit
y in
Hig
her
Deg
ree
Res
earc
h
Liam
Gre
aly,
The
Uni
vers
ity o
f S
ydne
y &
Tim
La
urie
, The
Uni
vers
ity o
f M
elbo
urne
Late
r ca
reer
res
earc
hers
: clo
ggin
g th
e ar
terie
s?
Gin
a W
iske
rU
nive
rsity
of
Brig
hton
Enc
ount
erin
g an
d em
brac
ing
self
in
acad
emic
inqu
iry
Dav
id W
right
, Sus
anne
Gan
non
& D
oria
n S
toile
scu
Wes
tern
Syd
ney
Uni
vers
ity
The
mea
sure
d pr
actic
es o
f do
ctor
al s
uper
visi
on
Bar
bara
M. G
rant
T
he U
nive
rsity
of
Auc
klan
d
Stu
dent
Men
torin
g Id
entit
ies
on F
ilm –
the
plea
sure
s an
d ris
ks o
f a
colla
bora
tive
non-
curr
icul
ar p
roje
ct
Pao
la B
ilbro
ugh
Vic
toria
Uni
vers
ity
10.3
0-11
.00
amM
orni
ng t
ea
11.0
0-12
.00p
mK
eyno
te a
ddre
ssFr
om a
roa
r to
a w
hisp
er: a
cade
mic
voi
ce a
nd g
over
nanc
e w
ithin
the
mea
sure
d un
iver
sity
Dr
Julie
Row
land
s, D
eaki
n U
nive
rsity
C
hair,
Jan
McL
ean
New
Law
Lec
ture
The
atre
101
12.0
0-1.0
0pm
Pan
el d
iscu
ssio
n A
gain
st A
path
y: A
cade
mic
act
ivis
m t
he m
easu
red
univ
ersi
ty
Dr
Kat
e B
owle
s, A
/Pro
fess
or B
arba
ra M
. Gra
nt, D
r K
arin
a Lu
zia,
Cat
hy R
ytm
eist
er, P
rof
Mic
hael
Sin
gh a
nd P
rof
Jake
lin T
roy
Cha
ir, A
gnes
Bos
anqu
et
DAY
2 -
Thu
rsda
y 30
th J
une
1.00
-2.0
0pm
Lunc
h
2.00
-3.3
0pm
Ses
sion
2B
Roo
m 1
00
- H
icks
on
sR
oo
m 1
02
- D
avid
Har
lan
dR
oom
10
5 -
Ian
Cal
linan
Roo
m 1
07
- Tr
ess
Cox
Law
yers
Aca
dem
ic w
ritin
g an
d th
e ut
opia
of
ordi
nary
ha
bit
Jam
es B
urfo
rd
Tha
mm
asat
Uni
vers
ity
The
stu
dent
exp
erie
nce
of o
nlin
e le
arni
ng:
Impl
icat
ions
for
aca
dem
ic w
ork
and
iden
tity
Cra
ig D
eed,
Sco
tt A
ltera
tor,
Nar
elle
Lem
on &
R
ebec
ca M
iles
La T
robe
Uni
vers
ityS
ympo
sium
: 90
min
s G
ettin
g th
e m
easu
re o
f do
ctor
al c
urric
ulum
: A
resp
onse
to
acce
ss a
nd e
quity
?
Tai P
eset
a, T
he U
nive
rsity
of
Syd
ney;
Sim
on
Bar
rie, W
este
rn S
ydne
y U
nive
rsity
; Bar
bara
M
. Gra
nt, M
ark
Bar
row
& F
ranc
es K
elly
, The
U
nive
rsity
of
Auc
klan
d; L
ucia
The
sen
& J
eff
Jaw
itz, U
nive
rsity
of
Cap
e To
wn,
& L
isa
Luca
s &
S
heila
Tra
har,
Uni
vers
ity o
f B
risto
l
Rou
ndta
ble:
60
min
s T
he D
igita
l Aca
dem
ic: m
easu
ring
daily
pra
ctic
e R
usse
ll B
utso
n U
nive
rsity
of
Ota
go
Writ
ers
in r
etre
at: C
onfli
cted
kno
wle
dge
wor
kers
, sh
iftin
g id
entit
ies
and
chan
ging
rel
atio
ns in
the
ne
w e
nter
pris
e un
iver
sity
S
ally
Kno
wle
s E
dith
Cow
an U
nive
rsity
Mea
surin
g in
tern
atio
nal s
tude
nts’
pla
giar
ism
in a
pr
ivat
e H
E p
rovi
der
path
way
pro
gram
Loui
se K
aktin
s M
acqu
arie
Uni
vers
ity
Put
ting
a pe
rcen
tage
on
hone
sty.
A p
ragm
atic
, et
hics
-bas
ed r
espo
nse
to t
each
ing
in t
he a
ge o
f Tu
rniti
n®
Jenn
ifer
Sm
ith-M
erry
T
he U
nive
rsity
of
Syd
ney
Big
Dat
a an
d Le
arni
ng A
naly
tics-
Pro
mis
es
and
Cha
lleng
es: B
eing
'mea
sure
d' a
nd B
eing
'c
aref
ul'?
R
eem
Al-
Mam
ood
La T
robe
Uni
vers
ity
3.30
-4.0
0pm
Aft
erno
on t
ea
4.00
-5.0
0pm
Ses
sion
2C
Roo
m 1
00
- H
icks
on
sR
oo
m 1
02
- D
avid
Har
lan
dR
oom
10
5 -
Ian
Cal
linan
An
auto
-eth
nogr
aphi
c re
flect
ion
of t
each
ing
inte
nsiv
e w
ork
thro
ugh
a le
ns o
f th
e so
ciol
ogy
of e
mot
ions
H
arrie
t W
estc
ott
The
Uni
vers
ity o
f S
ydne
y
Pre
parin
g to
Lea
d in
the
Mea
sure
d U
nive
rsity
Ju
lie H
all
Roe
ham
pton
Uni
vers
ity
Par
entin
g in
the
aca
dem
y -
mea
surin
g an
d va
luin
g ca
re-w
ork
and
wag
e-w
ork
Dan
ielle
Dro
zdze
wsk
i, U
NS
W &
Nat
asch
a K
lock
er, U
nive
rsity
of
Wol
long
ong
“Doo
med
. Don
’t k
now
wha
t’s
gonn
a ha
ppen
. S
cary
”: A
cade
mic
and
inst
itutio
nal a
nxie
ty in
the
m
easu
red
univ
ersi
ty
Agn
es B
osan
quet
& C
athy
Ryt
mei
ster
Mac
quar
ie U
nive
rsity
"Pic
kerin
g's
Har
em"
as a
gen
dere
d re
adin
g of
ac
adem
ic le
ader
ship
K
irste
n Lo
cke,
The
Uni
vers
ity o
f A
uckl
and
&
Sus
an W
right
, Aar
hus
Uni
vers
ity
Find
ing
ours
elve
s at
wor
k: p
erso
nal f
riend
ship
s am
ong
acad
emic
s
Jenn
ifer
Wilk
inso
n T
he U
nive
rsity
of
Syd
ney
From
7.0
0pm
Con
fere
nce
dinn
er a
t th
e M
ariti
me
Mus
eum
(m
ake
your
ow
n w
ay w
ith p
ublic
tra
nspo
rt r
ecom
men
datio
ns)
8.15
-9.0
0am
Reg
istr
atio
n de
sk
9.0
0-10
.30a
m
Ses
sion
3A
Roo
m 1
00
- H
icks
ons
Ro
om
10
2 -
Dav
id H
arla
nd
Roo
m 1
05
- Ia
n C
allin
anR
oom
10
7 -
Tres
s C
ox L
awye
rs
A u
nive
rsity
of
play
Sea
n S
turm
& S
teph
en T
urne
r T
he U
nive
rsity
of
Auc
klan
d
The
pur
suit
of t
he a
cade
mic
‘goo
d lif
e’ w
ithin
th
e ne
olib
eral
uni
vers
ity: F
irst-
gene
ratio
n st
uden
ts w
ithin
doc
tora
l edu
catio
n an
d th
eir
aspi
ratio
ns f
or t
he a
cade
my
Cat
herin
e M
itche
llT
he U
nive
rsity
of
Auc
klan
d
Sym
posi
um: 9
0m
ins
Art
icul
atin
g cu
ltura
l com
pete
nce
at S
ydne
y:
New
er id
entit
ies
for
the
cont
empo
rary
un
iver
sity
?
Mel
inda
J. L
ewis
, Tai
Pes
eta,
Am
ani B
ell,
Ste
phan
ie B
arah
ona,
Suj
i Jeo
ng, L
onge
n La
n,
Ros
emar
y M
enzi
es, T
racy
Trie
u &
Ann
Wen
n,
Kat
hryn
Bar
timot
e-A
ufflic
k &
Phi
lippa
Pat
tison
, T
he U
nive
rsity
of
Syd
ney
& S
imon
Bar
rie,
Wes
tern
Syd
ney
Uni
vers
ity
Pro
fess
ors
of P
ract
ice:
Age
nts
of p
erfo
rmat
ive
or t
radi
tiona
l cul
ture
s?
Rho
nda
Hal
lett
& T
im M
arjo
riban
ks
La T
robe
Uni
vers
ity
The
Man
ipul
atio
n of
Sch
olar
ly R
atin
g an
d M
easu
rem
ent
Sys
tem
s: S
ocia
l and
Eth
ical
D
imen
sion
s of
Aca
dem
ic G
amin
g Jo
Ann
Ora
vec
Uni
vers
ity o
f W
isco
nsin
at
Whi
tew
ater
Pan
el-b
eate
r or
Co-
Sup
ervi
sor?
The
Pol
itics
and
P
arad
oxes
of
Aca
dem
ic L
angu
age
and
Lear
ning
Le
ctur
ers
prov
idin
g su
ppor
t to
doc
tora
l stu
dent
s
Pao
la B
ilbro
ugh
& N
ira R
ahm
anV
icto
ria U
nive
rsity
Per
form
ance
: 60
min
s 'T
erre
Ché
rie -
Ed
U. K
. Sho
ne':
Rap
pin’
on
wha
t m
atte
rs
She
ridan
Lin
nell
& P
eter
Ban
sel
Wes
tern
Syd
ney
Uni
vers
ity
“I h
ave
mea
sure
d ou
t m
y lif
e w
ith H
ER
DC
po
ints
”
Jean
ette
Fyff
e &
Sus
an M
artin
La T
robe
Uni
vers
ity
From
res
earc
her
to s
tew
ard:
rev
isiti
ng t
he
lear
ning
exp
erie
nces
in t
he A
ustr
alia
n P
hD
Sim
on B
arrie
; Wes
tern
Syd
ney
Uni
vers
ity &
Tai
Pes
eta
& K
eith
Trig
wel
l, T
he U
nive
rsity
of
Syd
ney
10.3
0-11
.00a
mM
orni
ng t
ea
11.0
0am
-12.
30pm
Ses
sion
3B
Ro
om 1
00
- H
icks
ons
Roo
m 1
02
- D
avid
Har
lan
dR
oom
10
5 -
Ian
Cal
linan
Mea
surin
g be
yond
the
tea
chin
g fo
r th
e te
achi
ng: A
“so
uthe
rn”
case
Fion
a H
ende
rson
& T
arqu
am M
cken
naV
icto
ria U
nive
rsity
Rou
ndta
ble:
60
min
s
Mea
sure
s of
Ple
asur
e
Hel
en S
wor
d &
Mar
ion
Blu
men
stei
nT
he U
nive
rsity
of
Auc
klan
d
Sym
posi
um: 9
0m
ins
Uni
vers
ity t
each
ing
prac
tices
in lo
cal a
cade
mic
w
orkg
roup
s: m
easu
ring
indi
vidu
als
or t
raci
ng
chan
ge?
Tai P
eset
a, T
he U
nive
rsity
of
Syd
ney;
Joh
n H
anno
n, L
a Tr
obe
Uni
vers
ity; J
ames
Gar
raw
ay
& C
hris
Win
berg
, Cap
e P
enin
sula
Uni
vers
ity; J
an
Sm
ith, D
urha
m U
nive
rsity
; Gie
dre
Klig
yte
& J
an
McL
ean,
UN
SW
Iden
tity
and
mea
sure
men
t: c
hang
ing
ours
elve
s th
roug
h as
sess
men
t
Brid
get
Han
naE
dinb
urgh
Nap
ier
Uni
vers
ity
12.3
0-1
.30
pmLu
nch
1.30
-2.3
0pm
Key
note
add
ress
Wei
ghin
g up
Fut
ures
: Exp
erie
nces
of
Giv
ing
up a
n A
cade
mic
Car
eer
Ass
ocia
te P
rofe
ssor
Rut
h B
arca
n, T
he U
nive
rsity
of
Syd
ney
Cha
ir, A
ssoc
iate
Pro
fess
or B
arba
ra M
. Gra
ntN
ew L
aw L
ectu
re T
heat
re 1
01
2.30
-3.0
0pm
Tha
nks
and
clos
e –
New
Law
Lec
ture
The
atre
10
1
DAY
3 -
Frid
ay 1
st J
uly
Wednesday 29 June 9.30am-10.30am
Does society get the university it deserves? How to conduct our academic lives in the impulse university Professor Gert Biesta, Brunel University In his recent book The Impulse Society, journalist Paul Roberts documents with painstaking detail how through a range of initiatives and shifts, but also as a result of many unintended and unforeseen consequences of what looked to be good ideas, we have ended up with a society that seems to reward impulsive action, that is, action that follows from our closest and most immediate impulse, wants and desires� Roberts not only shows how this has become the major logic of the global economy – leading to an economy that is fundamentally unstable and therefore needs a constant ‘propping up’ – but shows how the same logic is also eroding democratic and social life� One remarkable blind spot in the analysis Roberts offers is education� The few
comments he makes about education seem to suggest that all is more or less ‘fine’ and that developments towards individualisation, flexibilisation and virtualisation of education, including higher education, may actually be helpful for addressing the ills of the impulse society� In my presentation, I wish to argue that Roberts is wrong and that contemporary education systems around the world are actually also suffering from the logic of the impulse society, and that higher education is not excluded from this� On the contrary, the rise of the measured university has all the hallmarks of a higher education system that acts on impulse and that rewards impulsive action, which is why we may refer to the modern university as the impulse university� In my contribution I will not only explore how, in what ways and to what extent contemporary universities have become an integral part of the impulse society, but also ask the question how we might conduct our academic lives within such a context� Here I will particularly focus on the importance of teaching (in both more practical and more metaphorical ‘modes’) and on a future for the university beyond identity�
Gert is currently Professor of Education in the Department of Education of Brunel University London, and Visiting Professor (Art Education) at Artez, Institute of the Arts, Arnhem, The Netherlands� He describes the focus of his scholarship thus: “to capture the essence (or if one wishes: the enduring features) of this miraculous phenomenon called ‘education’ – the event where one human being teaches another human being and where one human being is being taught by another human being”�
Among his many publications, Gert has written three ground breaking books designed to provoke our imaginations about future possibilities: Beyond learning: democratic education for a human future (2006); Good education in an age of measurement: Ethics, politics, democracy (2010); and The Beautiful Risk of Education (2014)� Gert’s work invites real and practical questions about the languages and conceptual frameworks we have become accustomed to in academic life�
Thursday 30 June 11.00am-12.00pm
From a roar to a whisper: academic voice and governance within the measured university Dr Julie Rowlands, Deakin University Academic governance sits in tension at the intersection between universities’ traditional roles in the creation and dissemination of knowledge (teaching and research) and more recent trends in the areas of marketisation, commercial enterprise and competition� As a
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result, it represents an important window through which broader shifts in what universities do and how they work, can be seen and understood� Key changes to institutional level academic governance within the past 40 years include: the adoption of commercial and public sector business practices (managerialism) in response to requirements for faster and more outwardly focused strategic decision-making; the move from traditional collegial forms of decision-making to corporate and entrepreneurial governance practices; the ascendancy of leadership and management - including shifts from elected academic leaders as firsts among equals to teams of appointed executives led by the vice-chancellor or president serving as chief executive - and the widespread adoption of quality assurance as a mode of governance which seeks to control and measure what universities and individual academics do, demonstrating a quantified return on public and private investment in higher education� This presentation is framed within a critical sociology of education, making particular use of Bourdieu’s theories of habitus, field, capital and practice� It draws on empirical data from Australia, the UK, and the US to report substantial shifts within institutional level academic governance, especially at the level of the academic board (also known as academic senate or faculty senate), the principal academic governance body� The Australian data, in particular, shows a reduction in the authority of academic governance bodies with a tendency towards domination by university executives or management and an overriding focus on academic quality assurance rather than on matters relating to substantive quality improvement� A key issue in all three nation states is a significant diminution of academic voice within academic governance with ongoing implications for what it means to be an academic and to do academic work� Julie is a Senior Lecturer in the School of Education and a member of the Centre for Research in Educational Futures and Innovation at Deakin University, Australia� Drawing on a tradition of critical sociology of education, Julie’s research traverses governance, higher education systems, academic quality assurance, leadership and organisational change�
Her writings on university academic boards have been used by a number of universities around Australia and internationally, as a basis for board member education programs� Julie is currently finishing a book on academic governance in Anglophone nations and is co-editing and contributing to another on academic governance in Asia, both to be published by Springer in 2016� Julie’s current research explores the effects of university governance processes and their implementation on academic practice and identity; and the absence of academic voice within academic governance
Friday 1 July 1.30pm-2.30pm
Weighing up Futures: Experiences of Giving up an Academic Career Associate Professor Ruth Barcan, The University of Sydney This paper arose from a desire to consider the question of “measuring” not from the familiar and depressing vantage point of “audit culture” (Power 1997) but rather from the kind of measuring that many academics are themselves engaged in –specifically, weighing up whether or not to remain in academia� Drawing on a small number of qualitative interviews with academics from a variety of fields who have chosen to leave the profession early, or who are seriously considering leaving, it aims to give a fleshed-out view of a crucial moment in the negotiation of academic identity� While this paper takes various critiques of academic life as its springboard, its principal focus is on the decision-making process, its personal impact and the extent to which a sense of academic identity
persists after leaving an academic job� Interviews explored the impacts of the decision-making process and the transition itself on life rhythms and other elements of embodiment, as well as the extent to which, and the modes by which, academic identity can persist beyond salaried academic work� In focussing on the “weighing up” that academics themselves do, I hope to seize an opportunity to broaden out contemporary discussions of the distresses of audit culture, by focusing on moments where academics themselves exercise agency�
Ruth is an Associate Professor in the Department of Cultural & Gender Studies in the Faculty of Arts and Social Sciences, The University of Sydney, Australia� She is a distinguished teacher, having received the Faculty’s Excellence in Teaching (Design and Practice) Award in 2011, and in 2013, a Vice Chancellor’s Award for Outstanding Teaching� Alongside her disciplinary research interests - among them nudity, complementary medicine, and feminist cultural studies approaches to the body - Ruth also has a number of publications that have made important contributions to an understanding of academic identity� Ruth’s book Academic Life and Labour in the New University: Hope and Other Choices, published in 2013, offers a piercing account of what academic work feels like now� In 2014, The Times Higher Education Supplement published one of Ruth’s pieces ‘Why do some academics feel like frauds?’ and her recent book chapter Learning to be an academic: Tacit and explicit pedagogies tackles head on what, and how, students learn about becoming academics�
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Thursday 30 June 12.00pm-1.00pm
Chair, Dr Agnes Bosanquet
What does it mean to be an activist in the measured university? How does academia enable and/or restrict activism?
These questions are timely, following the recent two-day suspension of Safe Schools founder Roz Ward at La Trobe University and the conversations it has provoked� This panel brings together six activists from diverse academic contexts for a thoughtful and provocative discussion� Their activist work encompasses university governance, academic employment, teaching, research, and community engagement, in many forms including speaking, writing, blogging, teaching, and singing� Collectively, they describe the challenges of being activist in and outside the university at a time of social injustice�
Associate Professor Barbara Grant (The University of Auckland) has written extensively on the supervision of graduate research students, academic subjectivities/identities and ethical questions regarding
the relations between academic subjects and their institutions� Her research is unashamedly political: in recent work, she has questioned the notable absence of collective political resistance on the part of academics in response to audit culture�
Dr Karina Luzia (Institutional affiliation withheld) and Dr Kate Bowles (Wollongong University) are the co-founders of CASA, the blog for Casual, Adjunct, Sessional staff and Allies in Australian Higher Education� The blog wears its activism proudly and was developed in response to a Universities Australia 2014 conference agenda that made no mention of casualisation� They continue to highlight higher education conferences, strategic plans and announcements that airbrush casualisation in order to bring about sustainable change� As they put it: “Otherwise, we’re just announcing the latest flights of unicorns�”
Cathy Rytmeister (Macquarie University) describes herself as a “higher ed obsessive”� Serving on policy committees for the National Tertiary Education Union (NTEU) fired her passion for university governance� She routinely asks difficult questions about the political, social, economic and human factors that impact on
the practice and effectiveness of university governing bodies and in particular, academic governance bodies and their committees� She is fascinated by the clash between traditional academic cultures and the imperatives of the measured university that so often emerge in these arenas, and the paradoxes embedded in their deliberations and decision-making�
Professor Michael Singh (Western Sydney University) is co-author of Deschooling L’earning: Young adults and the New Spirit of Capitalism (2014), which advocates for reforms to secondary schooling to create capital friendly learning-and-earning (l’earning) webs, with particular benefits for young adults who disaffected and disenfranchised from schooling�
Professor Jakelin Troy (Sydney University) is a Ngarigu woman whose country is the Snowy Mountains of New South Wales, Australia� She grew up unable to speak her language, and is the lead author of the Framework for Aboriginal and Torres Strait Islander Languages which, for the first time in 2016, makes Indigenous languages a part of the national School curriculum�
Panel Against apathy: academic activism in the measured university
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Abstracts - Day 1 Wednesday
Session 1A: 11.00-12.30pm
ROOM 100 HICKSONS
Collegiality, kindness and care in the measured university: Huh?Tracy Fortune, Priscilla Ennals, Cheryl Neilson, Chris Bruce & Anoo Bhopti Occupational Therapy, School of Allied Health, La Trobe University, Australia Paper: 30mins
As workers in the contemporary academy, we may well ask ourselves - should we expect to receive or provide kindness and care as we clamour to sustain ourselves or even climb the university outputs measurement scale? Picture this: while the highly-ranked hang on for dear life, those on the lower rungs feel disgruntled with too much teaching, never quite finding the space to engage in the sort of ‘productive’ scholarship that ticks the boxes, let alone satisfy their intellectual capacity and interest� Should the aspirational but stymied simply beaver away, grumbling to anyone who might listen?
In this presentation, we seek to continue the conversation started by a number of academics (for example, Clegg & Rowland, 2010) about the importance of kindness in academic life� We ponder the issue of slow scholarship (Mountz et al�, 2015) and we share the steps we took towards creating a kind and collegial place for ourselves� Our steps started with a keenly felt desire to alter the space we were in, to rupture what we felt to be an un-collegial, competitive, and isolative working environment� As a collective, 12 of us set off on a journey to collaboratively grow our scholarship in ways that would satisfy a need to engage in personally satisfying scholarship and perform as productive academics� Along the way we were confronted with new experiences of being and belonging with others who were kind, and indeed seemed to care� We will tease out the meaning and feeling of these relic-like qualities – what does or should collegiality, kindness and care look and feel like? We will share and debate these notions and explore the conditions that might lead to establishing what is surely a sought after place in our higher education institutions�
References
− Clegg, S�, & Rowland, S� (2010)� Kindness in Pedagogical Practice and Academic Life� British Journal of Sociology of Education, 31(6), 719-735�
− Mountz, A�, Bonds, A�, Loyd, J�� Hyndman, J�, Walton-Robert, M�, Basu, R�, & Whitson� R� (2015)� For Slow Scholarship: A Feminist Politics of Resistance through Collective Action in the Neoliberal University� ACME International e-Journal for Critical Geographies, 14(4),1236-1259�
Contact: t�fortune@latrobe�edu�au Twitter: @DrTEFF
Using the concept of kindness to bring an alternative, relational view to becoming an academic in the measured universityJan McLeanLearning and Teaching Unit, The University of New South Wales, Australia Paper: 30mins
Critiques of the measured university and arising new managerial practices propose that practices such as accountability, audit, and professional development not only change the nature of academic work, they transform what it means to ‘be’ and ‘become’ an academic� It is proposed that these practices promote an academic subjectivity through which academics become self-managing individuals, and where individualised agency, entrepreneurship and competitiveness are rewarded� Feminist scholars argue that these reflect masculine values and that the effects of the measured university are uneven, with particular costs for the lives of women academics, in particular women of colour� There are, however, few empirical studies that closely examine these uneven effects upon those entering the measured university to ‘become’ academics and which consider gender and race in the shaping of academic subjectivities and identities�
This paper, and the research upon which it is based, uses the concept of kindness to explore stories from academics about ‘becoming’ academics, drawing from interviews with academics from different backgrounds who have come into academia via different pathways� It develops kindness as a relational concept that brings a
view of ‘selves in relation’, to ‘fellow feeling’ and to ‘social atmospheres’� This shifts the focus beyond individualizing accounts to views that privilege the relational and social, and examine the role relationships play in the development of academic subjectivity� Rather than viewing academics as ‘disembodied and disembedded’ (Pedwell, 2010) or as ‘mindful and bodyless’ (Swan, 2005), it brings forth a view of bodies in connection with their environments, including policies, rules, and technologies, as well as to emotions and feelings� With this kindness gives an entry point to stories of interdependences along with dependencies and vulnerabilities, and teases out how aspects of university ‘cultures’ affect academics’ ‘becoming’� Through revealing the uneven effects of the measured university on these academics, the paper brings forth complex and nuanced views of academic ‘becoming’ that challenge simplistic and singular notions of academic identity� Using kindness as a critique of the measured university challenges the neoliberal orthodoxy and offers alternatives to accounts that unquestionably value autonomy, individualistic entrepreneurship and measurement�
References
− Pedwell, C� (2010)� Feminism, Culture and Embodied Practice: The Rhetorics of Comparison� Abingdon, UK: Routledge�
− Swan, E� (2005)� On Bodies, Rhinestones, and Pleasures Women Teaching Managers� Management Learning, 36(3), 317–33�
Contact: jan�mclean@unsw�edu�au Collegiality – the contradictions and the promise for academic identities in measured universitiesGiedre Kligyte Learning and Teaching Unit, The University of New South Wales, Australia Paper: 30mins Collegiality, along with the values of academic freedom and autonomy, is identified in the literature as one of the most enduring ideas underpinning academic work and identities (Burnes, et al�, 2013; Spiller, 2010)� Numerous studies report that academics continue to espouse collegiality as one of the core principles guiding their work despite sweeping changes to academics’ working conditions in measured universities marked by the move to marketization, the decline of collegial governance, and the rise of managerialism and accountability measures promoting individualistic and competitive academic identities (Archer, 2008; Spiller, 2010)� A deeper exploration of the academic collegiality landscape reveals contradictions� The paradoxical resilience of the collegiality ideal has been analysed as a subliminal fantasy that enables academics to establish an identity different from managerial practices to preserve the ‘high moral ground’ in response to strengthening marketization and audit regimes in measured universities (Kligyte & Barrie, 2014)� Conversely, ‘contrived collegiality’ also appears to be used as a management strategy to drive change in some academic contexts (Hargreaves & Dawe, 1990)� The paper uses a collective biography approach to probe the
vexed notion of collegiality and explore the ‘spaces-in-between – the contemplative moments where something else, something surprising, can come to the surface and disrupt our thinking-as-usual, calling into question that which we had thought until then, was self-evident and not open to question’ (Davies & Gannon, 2006:2)� The collective analysis aims to ‘peel’ this veneer in order to ‘break (…) open platitudes with which anyone could agree and pursu[e] the detail that makes it possible for something else to take place’ (Davies & Gannon, 2006:12)� In doing this, the analysis aims to go beyond the ‘grand narrative’ of collegiality prevalent in the higher education literature, and question the commonsensical views of collegiality, including its significance to academic identities� Drawing on the data from a larger project, the paper presents the insights generated through the collective remembering, imagining, and reimagining of collegiality in academic lives, and discusses the grip collegiality holds on the academy within the ever shifting landscape of higher education� It explores the ways collegiality complicates discourses around academic work, and the futures it promises for academic identities in measured universities�
References
− Archer, L� (2008)� Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity� Studies in Higher Education, 33(4), 385-403�
− Burnes, B�, Wend, P�, & By, R� T� (2013)� The changing face of English universities: reinventing collegiality for the twenty-first century� Studies in Higher Education, 39(6), 905-926�
− Davies, B� & Gannon, S� (Eds�) (2006)� Doing collective biography: investigating the production of subjectivity� New York: Open University Press�
− Hargreaves, A�, & Dawe, R� (1990)� Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching� Teaching and Teacher Education, 6(3), 227-241�
− Kligyte, G�, & Barrie, S� (2014)� Collegiality: Leading us into fantasy - the paradoxical resilience of collegiality in academic leadership, Higher Education Research and Development, 33(1), 157-169�
− Spiller, D� (2010)� Language and academic leadership: exploring and evaluating the narratives� Higher Education Research and Development, 29(6), 679-692�
Contact: g�kligyte@unsw�edu�au
Session 1A: 11.00-12.30pm ROOM 102 DAVID HARLAND
Becoming the academic middle manager in changing culture of the universityMachi Sato1 & Shinji Tateishi2 1Research Institute for Higher Education, Hiroshima University, Japan 2Higher Education Unit, National Institute for Educational Policy Research, Japan Paper: 30mins Pa
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There is recognition that the role of academic middle managers such as course leader, head of the department and dean, is critical for the success of institution wide initiatives (Kallenberg, 2007)� In recent years, there have been a number of formal professional development programs established to enhance middle-level academic leadership such as by the Leadership Foundation for Higher Education in the UK, and degree and certificate program in higher education management in various countries� However, while those roles have always existed and without formal programs, academic staff have somehow managed and led whatever unit they were responsible for� How did they learn to manage and lead? What contributed to the acquisition of attributes necessary to play leadership? What are the differences between being an academic manager in today’s university and academic staff with management role in the past?
This paper explores those questions by using biographical interviews with four academics with experiences of being in middle level management position in Japan� The findings show that all of them had senior academic staff who created learning opportunities along their career trajectory� For example, all of them were involved with curriculum reform at an early career stage� They all perceived this experience as a great introduction to learning about educational leadership, to communicating and negotiating with colleagues related to educational activities, and to being socialized to act as a member of the department� In a way, they learnt to manage and lead through apprentice type of support from the senior academic staff� However, it was not clear to them why they were picked among other junior faculty� Their stories also show the culture within the department gradually changed over years from that of a collegial one where faculty members engaged with the community, to a more individualized one� Casualization of staff, fixed term employment, and centralized university governance structures created an environment where mid-level management staff have less flexibility but more authority to make decisions within the department, less consultation with colleagues but more complex issues� The role of middle level management is perceived to have changed from a leader able to facilitate discussions and nurture the department, to a manager that stands between top management and individual faculty members� The results indicate that we need to examine more closely the impact of recent university reforms on the departmental level educational management and culture� Although individual faculty members are more engaged with improving individual teaching, there are signs of disengagement in departmental educational activities, which confirms Macfarlane’s (2007) discussion of academic citizenship Is it management skills middle level academic leaders need or something else?
References
− Kallenberg, T� (2007)� Strategic Innovation in HE: The Roles of Academic Middle Managers� Tertiary Education Management, 13(1), 19-33�
− Macfarlane, B� (2007)� The Academic Citizen: the virtue of service in university life� Abingdon, Oxon: Routledge�
Contact: machi@hiroshima-u�ac�jp
Who am I? TNE and Chinese Academics: Identity, language, investment and intercultural communication as sites of struggle in TNE environments in ChinaStuart Perrin The Language Centre, Xi’an Jiaotong-Liverpool University, China Paper: 30mins The 2000s have seen the rise of Transnational Education (TNE) which is often, if incorrectly, associated with the exporting of English speaking education and educational models� Asia, especially China, has been particularly active in TNE (Huang, 2007) with the British Council (2013) identifying China as a country with TNE opportunity� One unexpected phenomenon that has resulted from the growth of TNE in China has been the extent to which academics with Chinese as a first language have been attracted (back) to work in China in these ‘international’ university settings� Typically, these academics may be returning to China from a career in an English native speaking educational environment, following their own higher education studies overseas� Academic communities have their own social practices and newcomers to that community need to negotiate access� In TNE environments, that negotiation takes place in a second or additional language, involving the development of individuals’ voice, identity and agency in the new culture (Duff, 2007)�
This paper reports on a study of returning Chinese academics working in a university in China� The main objective of the study was to gain a greater insight into the relationship between identity, language, investment and intercultural communication in the TNE environment� This study looks at how identities are constructed and the sites of struggle that take place within this construction� In doing so, it is influenced by Kanno and Norton’s (2003: 241) concept of ‘imagined communities’, defined as ‘groups or communities that (learners) connect through the power of imagination across space and time, arguing that they (imagined communities) can give a sense of community with other Chinese returning academics’� The paper argues that an analysis of returning academics’ actions from the position of investment into their imagined communities, can provide important insights into their behaviour and the impact this can have on their work and (personal and professional) development goals� Using a mixed methods approach, the study looks at what the returning academics bring to the Chinese academy, as well as the permanence of the influence of previous experience once returned� This is especially important in terms of how teaching and research performance is measured, as well as individual expectations of measurement� The role that previous experience of different educational cultures plays in influencing expectations for promotion and the awarding of research money, is also considered�
References
− Duff, P�A� (2007)� Problematising academic discourse socialisation� In H� Marriott, T� Moore, &
R� Spence-Brown (Eds�) Learning discourses and the discourses of learning (pp� 1-18)� Melbourne, Australia: University of Sydney Press�
− Huang, F�T� (2007)� Internationalisation of higher education in China: A focus on foreign degree-conferring programs� RIKE International Publication Series, 10, 421-432�
− Kanno, Y� & Norton, B� (2003)� Imagined Communities and Educational Possibilities: Introduction� Journal of Language, Identity and Education 2(4), 241-249�
− The British Council (2013)� The shape of things to come� The evolution of transnational education: data, definitions, opportunities and impacts analysis� Going Global�
Contact: stuart�perrin@xjtlu�edu�cn The measured subjectivities of academic careers in the UKJan SmithCentre for Academic Practice, Durham University, UK Paper: 30mins Arguably, the UK has one of the most-developed ‘measurement’ environments in global HE, encompassing practices that are now increasingly exported to other national systems� The UK is also an avid importer of academic talent with, in some universities, up to a third of new academic staff from overseas� Despite an influential report questioning the efficacy of many metrics in use (Wilsdon et al�, 2015) to capture academic success – and by implication, successful academic careers – the UK continues to operate one of the most intensively scrutinised formal frameworks for early career academics (ECAs): academic probation� In research-intensive universities, the academic probation period (APP) is the first three years of an academic post, when suitably challenging goals are set and monitored frequently, and the process can induce uncertainty and insecurity (Smith, 2010), resulting in behaviours that actively militate against the APP’s desired goal-reaching purpose�
This paper presents a conceptual model that highlights supportive elements in the APP� Derived from earlier empirical work, the model draws on Archer’s (2003) multiply-layered social ontology� Thus, there are elements representing cultural, structural and agentic factors and I argue that these need to align productively for ECAs to navigate the APP successfully� It is not only in institutional cultures and structures that barriers can be found: the subjectivities new academics bring with them to their roles in the academy influence their perceptions of what they experience� The model is tested against a small but telling number of new cases, gathered in narrative vein, as yet more measures surfaced in the UK to serve the ‘greedy institution’ (Wright et al�, 2004)� Close analysis of how ECAs negotiate the new subjectivities they perceive are needed in an increasingly measured university throws into sharp relief the conflicted nature of the APP� These early demands will remain opaque until universities clarify and communicate which subjectivities are ‘authorised’ in an endlessly shifting measurement culture dominated by individuation rather than collegiality (Macfarlane, 2007)�
Paradoxes arising from political whim – such as England’s proposed new Teaching Excellence Framework – and how these will further impact measured subjectivities and probationary goals, will also be considered�
References
− Archer, M� (2003)� Structure, Agency and the Internal Conversation� Cambridge: Cambridge University Press�
− Macfarlane, B� (2007)� The Academic Citizen: The Virtue of Service in University Life� Abingdon: Routledge�
− Smith, J� (2010)� Forging identities: experiences of probationary lecturers in UK higher education� Studies in Higher Education, 35(5), 577-591�
− Wilsdon, J� et al�, (2015)� The Metric Tide: Report of the Independent Review of the Role of Metrics in Research Assessment and Measurement� Available from: http://www�hefce�ac�uk/media/HEFCE,2014/Content/Pubs/Independentresearch/2015/The,Metric,Tide/2015_metric_tide�pdf [last accessed 16 December 2015]�
− Wright, M�C�, Assar, N�, Kain, E�L�, Kramer, L�, Howery, C�B�, McKinney, K�, Glass, B�, & Atkinson, M� (2004)� Greedy institutions: the importance of institutional context for teaching in higher education� Teaching Sociology, 32(2), 144-159�
Contact: jan�smith@durham�ac�uk | Twitter: @janglasgow
Session 1A: 11.00-12.30pm
ROOM 105 IAN CALLINAN
The Life of Language and Learning Academics in the Measured UniversityDana ChahalAcademic Support and Development, Victoria University, Australia Paper: 30mins
Academic Language and Learning (ALL) is a relatively recent practice field, also referred to in Higher Education (HE) as Academic Skills Advising or Student Learning Support� While the precise nature of ALL work remains contested, it generally involves educational programs aiming to develop HE students’ language and learning abilities� Changing social, political and economic circumstances shape the work of ALL academics in complex and often contradictory ways (Percy, 2011)� Of crucial current significance is the transformation of HE into the ‘measured university’: an institution preoccupied with the measurement of educational outcomes (Biesta, 2010)�
This paper explores the effects of the measured university on ALL academics, particularly its imposition of an ‘evidence-based’ regime of serial evaluations claiming to measure ALL ‘interventions’ and to provide ‘evidence’ of impact on student ‘success’� Following Biesta (2007, 2010) and Hammersley (2004), the paper argues that the discourses of evaluation and evidence-based practice (EEBP) in ALL, legitimised by positivistic epistemologies, entail a means-to-end view of ALL educational practice:
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reducing it to a set of techniques, limiting investigation to ‘what works’, and discounting normative professional judgments� These EEBP discourses are furthermore infused with neoliberal ideology� Under the guise of the truth, objectivity and progress of techno-scientific evidence, neoliberalism enforces the commodification of HE through promoting market principles; exploits the trope of individual responsibility (Wacquant, 2010) in generalising a precarious wage labour (Bourdieu & Wacquant, 2001); and multiplies disciplinary panoptic surveillance through new managerialism technologies (Davies, 2003; St Clair & Belzer, 2007) threatening democratic participation in HE decision-making (Biesta, 2010)� Thus conceptualised, the measured university provides ALL with some pleasures, many paradoxes and a central neoliberal politics gravely affecting ALL academics and HE students� Following Biesta’s educational philosophy, the paper calls for the replacement of ALL preoccupations with EEBP in favour of more central questions regarding the educational purpose of ALL thereby enabling a more radical and meaningful re-imagining of our work�
References
− Biesta, G� (2007)� Why ‘what works’ won’t work: Evidence-based practice and the democratic deficit in educational research� Educational Theory, 57(1), 1-22�
− Biesta, G� (2010)� Good Education in an Age of Measurement: Ethics, Politics, Democracy� Boulder/London: Paradigm Publishers�
− Bourdieu, P�, & Wacquant, L� (2001)� NewLiberalSpeak: Notes on the new planetary vulgate� Radical Philosophy,105, 2-5�
− Davies, B� (2003)� Death to critique and dissent? The policies and practices of new managerialism and ‘evidence-based practice’� Gender and Education, 15(1), 91-103�
− Hammersley, M� (2004)� Some questions about evidence-based practice in education� In G� Thomas & R� Pring (Eds�), Evidence-Based-Practice in Education (pp� 143-149)� USA: McGraw Hill�
− Percy, A� (2011)� A new age in higher education or just a little bit of history repeating? Linking the past, present and future of ALL in Australia� Journal of Academic Language and Learning, 5(1), A131-A144�
− St� Clair, R�, & Belzer, A� (2007)� In the market for ideas: How reforms in the political economy of educational research in the US and UK promote market managerialism� Comparative Education, 43(4), 471-488�
− Wacquant, L� (2010)� Crafting the Neoliberal state� Sociological Forum, 25(2), 197-220�
Contact: dana�chahal@vu�edu�au
Personal and professional transformation in structures of performativityCharles Neame Centre for Excellence in Learning and Teaching, Manchester Metropolitan University, UK Paper: 30mins
This proposal sits under the themes of ideas about the university under the conditions of measurement, and of research� The original motive for the research to be reported was to measure the impact of an institutional pedagogic research scheme on teaching and learning, driven by an institutional expectation that we should be measuring such outcomes� Institutional questions asked ‘what have we achieved, at what cost, and who has noticed?’ While pursuing those questions, others arose about the implications for the researchers themselves of their participation in this ‘measured’ activity� These colleagues were themselves asking what good education looks like in an age of measurement (Biesta, 2010)� Unlike Biesta, they were not necessarily contextualising that task by asking what education is for; that was perhaps taken for granted� The participants have received funds intended to support the development and evaluation of pedagogical innovations and the research capability of the participants themselves, by providing time and guidance to undertake scholarly investigations into ‘what works’ in their particular pedagogies� My research developed beyond the original evaluation of this scheme, which asked the questions paraphrased above� The answers to those questions were mixed, relating to measurements about: student activity; changing assessment results; student perceptions of learning; levels of enthusiasm for new technologies; and so on� The more interesting, unofficial research question considered here was ‘what has it meant for you, the project leader, the researcher, the participant’? Has this affected your academic ‘being and becoming’ in ways which echo the ontological turn in student development (Dall’Alba & Barnacle, 2007; Barnett, 2007, 2009)? If so, how? Initial findings suggest that while it appears to be a life-changing experience for some, in light of which the imperative of measurement fades away, for others the research has been a professional task to be completed, with no noticeable identity impact at all� In particular, the resurgence of notions of critique and pleasure (amongst the prompts of the conference theme) is a notable outcome for the former group� The study considers whether, and if so how, the participants in the scheme experienced something like Mezirow’s notion of transformative learning (Mezirow, 1997)� To this extent, we can consider that devices of measurement such as these projects, designed to achieve ‘learnification’ and measure its impact (Biesta, 2010), may serve to uncover more transformative and developmental career and identity outcomes, with a corresponding optimism that a more qualitative, value-based idea of university can still exist alongside the performative, input-output one�
References
− Barnett, R� (2007)� A will to learn: being a student in an age of uncertainty� Buckingham: SRHE and Open University Press
− Barnett, R� (2009)� Knowing and becoming in the higher education curriculum� Studies in Higher Education, 34(4), 429-440�
− Biesta, G� (2010)� Good education in an age of measurement: ethics, politics, democracy� Boulder: Paradigm�
− Dall’Alba, G� & Barnacle, R� (2007)� An
ontological turn for higher education� Studies in Higher Education, 32(6), 679-691�
− Mezirow, J� (1997)� Transformative learning: theory to practice� New directions for adult and continuing education, No� 74� Jossey Bass�
Contact: c�neame@mmu�ac�uk
Lost Souls: the desocialization of Academic Labour in the Measured UniversityPaul Sutton Education & Social Sciences, University of St Mark & St John, UK Paper: 30mins Performativity ‘works’ most powerfully when it is inside our heads and our souls … when we come to want for ourselves what is wanted from us, when our moral sense of our desires and ourselves are aligned with its pleasures (Ball, 2003:31)� Stephen Ball defines the educational technology of performativity as a form of regulation that deploys normative judgements and comparisons to incentivise and punish academics� In performativity, academic productivity is measured by individual and institutional performance indicators� Pivotal to its operation is “the translation of complex social processes and events into simple figures or categories of judgement�” (Ball, 2003: 217)� This has resulted in the commodification of knowledge and the de-socialization of the relationships enmeshing academic labour� In performativity only those dimensions of academic labour that can be quantified are accorded any real measure of value� Thus, performativity transforms the culture of educational institutions, the social relations of learning and teaching, and academic identities� Performativity has changed, and is changing, the very nature of academic life� Ball’s argument has a significant lacuna: it only appears to explore the “terror” wreaked upon the “teacher’s soul” by performativity, for he never defines what soul is� Rather, Ball uses the term as a synonym for subjectivity� I will fill this gap by offering a sociological conception of the soul as the creative energy emerging from deep and rich social relatedness (Brown, 1998)� I conceptualise the soul as an integral dimension of “species being” (Marx in Fromm, 2011): the ability to transform the socio-human world and ourselves� Soul then is integral to academic life, part of the “spiritual-practical reproduction of reality” (Kosik,1976:12)� Soul signifies a qualitative dimension of academic labour that is lost in the rationalized, quantitative judgements of performativity� This results in “specialists without spirit” (Weber, 1930), whose souls are lost in “active docility and depthless productivity” (Ball, 2012:31)� My hope is that a more complex, soulful measure of productivity can become institutionalized, a measure that reconnects the qualitative with the quantitative dimensions of academic labour� However, realization of this hope requires the re-socialization of labour and the de-commodifcation of knowledge� Only then will it be possible to reclaim the lost souls of academic labourers, and indeed the measured university itself�
References
− Ball, S�J� (2003)� The teacher’s soul and
the terrors of performativity� Journal of Education Policy, 18(2), 215-228�
− Ball, S�J� (2012)� Global Education Inc� New Policy Networks and the Neo-Liberal Imaginary� London: Routledge�
− Brown, W�S� (1988)� The Concept of Soul� In W�S Brown, N� Murphey & H�N� Maloney (Eds�), Whatever Happened to the Soul? Scientific and Theological Portraits of Human Nature (pp� 99-125)� Augsburg Fortress, Minneapolis�
− Fromm, E� (2011)� Marx’s Concept of Man� With a Translation from Marx’s Economic and Philosophical Manuscripts, by T�B� Bottomore, New York: Frederick Ungar�
− Kosik, K� (1976)� The Dialectic of the Concrete: A Study on Problems of Man and World� Dodrecht: D� Reidel Publishing Company�
− Weber, M� (1930)� The Protestant Ethic and the Spirit of Capitalism� London: Allen & Unwin�
Contact: psutton@marjon�ac�uk
Session 1A: 11.00-12.30pm
ROOM 107 - TRESS COX LAWYERS
Class Performance versus Career Performance: Negotiating an Appropriate Quality Agenda in the Evaluation of University TeachingColm Harmon, James Curran & Maegan Baker Faculty of Arts & Social Sciences, The University of Sydney, Australia
Roundtable: 60mins High quality teaching is widely recognised as an imperative across the tertiary education sector� However, increased pressures from governments, funding bodies, and societies have ‘forced institutions to find the means to show the outputs of teaching’ (Hénard 2010: 81)� Student evaluation tools have been broadly adopted as one means of demonstrating teaching quality in universities (Marsh, 2007), and metrics often carry weight in personnel decisions both for recognition and promotion (Hénard 2010:109)� Bearing in mind their capacity to directly affect future careers of academic staff, a consideration of positive and negative inherencies of student evaluation metrics is required� Positively, quantitative metrics provide reliable and valid data sets to measure teaching (Marsh, 2007: 338)� There is a distinct ‘lack of viable alternatives’ (Marsh 2007: 343) capable of producing data to the same standard of reliability and validity as these results� In contrast, there is concern the emphasis on student evaluation metrics is ‘potentially counterproductive to the aim of building good research and teaching’ (Woelert & Yates, 2015:183)� In many cases, ‘output distortions occur when attempts to achieve higher output targets come at the cost of significant but unmeasured aspects of performance’ (Woelert & Yates, 2015: 185)� Further, studies demonstrating propensity for racial and gender bias in student evaluations obscure
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whether these metrics are genuine quality proxies (Smith, 2009)� Emergent research advocates that ‘teaching should be defined and recognised in the context in which it takes place’ (Chalmers et al�, 2014: 8)� Yet, the prolific use of metrics persists� Where academics passionate about teaching seek to improve their long-term career prospects, does the current environment of evaluation unwittingly discourage diverse, innovative approaches aimed at improving the teaching and learning experience? Is the emphasis on metrics reducing the focus on quality in context? How can these spaces be negotiated to effectively deliver a meaningful teaching and learning quality agenda in the measured university? This roundtable will explore these issues�
References
− Chalmers, D�, Cummings, R�, Elliott, S�, Stoney, S�, Tucker, B�, Wicking, R�, & Jorre de St� Jorre, T� (2014)� Australian University Teaching Criteria and Standards Project� Sydney, Australia: Office for Learning and Teaching, Department of Education�
− Hénard, F� (2010)� Learning Our Lesson: Review of Quality Teaching in Higher Education� Organisation for Economic Cooperation and Development�
− Marsh, H� (2007)� Students’ Evaluation of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness� In R� Perry & J� Smart (Eds�), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (pp� 319-383)� Springer, Dordrecht�
− Smith, B� P� (2009)� Student ratings of teaching effectiveness for faculty groups based on race and gender� Education, 129(4), 615-624�
− Woelert, P�, & Yates, L� (2015)� Too little and too much trust: performance measurement in Australian higher education� Critical Studies in Education, 56(2),175-189�
Contact: colm�harmon@sydney�edu�au
Session 1A: 11.00-12.30pm NEW LAW LECTURE THEATRE 101
Becoming ACADEMICWRITINGMACHINEEileen Honan1, Linda Henderson2 & Sarah Loch3 1School of Education, The University of Queensland, Australia2Monash University, Australia3International Research Centre for Youth Futures, University of Technology Sydney, Australia Symposium: 90mins
In this symposium, three female academics at different career stages and working in different Australian universities explore the collective production of our desire to become the academicwritingmachine� We are drawn together through a shared interest in the synergetic power of collaborative writing, drawing on our shared understanding of the work and ideas of Deleuze
and Guattari (1983)� In these papers, we describe our attempts to produce a manuscript that made sense of these collective experiences (Wyatt et al�, 2011)� We display the heaving, grunting machine (Bogue, 2007) of academic publishing that measures and quantifies, that reduces the creative and joyous experiences of writing together to a restricted account of counting, and outputs, and success� We explore new understandings of ways that academics in measured universities unpack, negotiate, absorb and rewire writing machines so that stories of the pleasure of failure, of humour and fun with writing can continue to be told (Mountz et al�, 2015)� Unpacking academicwrtingmachineEileen HonanThe first paper begins in the middle, unpacking the crate and making visible the inner and outer workings that make up the academicwritingmachine� An assemblage of collective enunciation is presented, tracked, and traced, of emails/voices/dreams/meetings used as nourishment by the writers as we worked to create an output� An output that was branded with the hallmark of academic acceptability, replete with references carefully formatted, typographically fashioned to the rules of compliance, submitted to a journal that ‘counts’� Rejected, and dejected, we then explore what it means to enjoy failure, to celebrate the pleasure of writing that ‘doesn’t count’�
Pulling down the rankingsLinda HendersonThe second paper will explore the notion of cracks with the aim of prying apart the academicwritingmachine to reveal its wheels and cogs� Subjecting oneself to the machine’s hierarchical and binary operations, this paper will explore how life as an academic became stifled and nullified� Cracks, as affective encounters, will then be engaged with to better understand what it means to enter into ethical couplings in order to engage in the task of counting in ways that permit joy and passion to once again (re)turn to the task of writing�
Becoming the machineSarah LochThe third paper shares a new, early career researcher’s perspective of negotiating proximity to the academicwritingmachine whilst simultaneously turning towards writing spaces emerging from collaboration and ‘slow scholarship’� The tensions involved in being active in both types of writing spaces are explored as well as the gearshift involved to be productive and compliant when using creative and risky means� The impetus to find her own ways around and within the academicwritingmachine increases with the responsibility of supervision, a feature for many ECRs, and the ongoing need to establish a research trajectory capable of nurturing and sustaining her career�
References
− Bogue, R� (2007)� Deleuze’s way: Essays in transverse ethics and and aesthestics� Hampshire, England: Ashgate Publishing�
− Deleuze, G�, & Guattari, F� (1983)� Anti-Oedipus: Capitalism and schizophrenia� (R� Hurley, M� Seem &
H� R� Lane, Trans�)� London: Bloomsbury Academic�
− Mountz, A�, Bonds, A�, Mansfield, B�, Loyd, J�, Hyndman, J�, Walton-Roberts, M�, Basu, R�, Whitson, R�, Hawkins, R�, Hamilton, T�, & Curran, W� (2015)� For Slow Scholarship: A Feminist Politics of Resistance through Collective Action in the Neoliberal University� ACME: An International E-Journal For Critical Geographies, 14(4), 1235-1259� Retrieved from http://ojs�unbc�ca/index�php/acme/article/view/1058
− Wyatt, J�, Gale, K�, Gannon, S�, Davies, B� (2011)� Deleuze and collaborative writing: An immanent plane of composition� New York: Peter Lang�
Contact: e�honan@uq�edu�au | Twitter: @srh_lch
Session 1B: 1.30-3.00pm
ROOM 100 HICKSONS
The Value of Professional Dialogue in the Measured UniversityMandy Asghar1 & Ruth Pilkington2
1Academic Development Directorate, York St John University, UK 2Liverpool John Moores University, UK Paper: 30mins
The question of how academics in higher education institutions (HEIs) demonstrate they have the ability to teach, challenges the sector� Despite this, there continues to be no requirement in many international contexts, for academics to be qualified teachers� In the UK, HEIs are increasingly setting targets for academics to gain recognition of their teaching expertise� This can create a tension between achieving recognition as a tick box exercise, versus a developmental process� Recognition can be demonstrated by becoming a Fellow of the Higher Education Academy (FHEA) through meeting the criteria of the UK Professional Standards Framework (UK PSF)� Many HEIs provide traditional documentary routes as a means to achieve FHEA, but increasing numbers are promoting professional dialogic options� Dialogue is an important component of professional learning (Pilkington, 2013; Ligoria & Cesar, 2013) but is less well established for assessing that learning against standards� The aim of this research was therefore to explore the value of dialogue for this purpose and provide insight for its further development�
The paper reports on a qualitative study that explored, through semi-structured interviews, the personal experience of eighteen academics, from six institutions� All achieved FHEA through professional dialogic routes� The data was transcribed, and then analysed through a process of reflective inquiry, using the universal themes of life as a heuristic (Van Manen, 2014)� The lived experience revealed that gaining FHEA through dialogue gave participants a renewed sense of self� This is illuminated through three themes: self as portrayed through relationship to others;
self as portrayed through time; and self as portrayed by evidence of expertise� The paper will focus on the first of these� The findings portray the mentor/participant connections, the participant/assessor connections and relationships that occurred within wider institutional settings� Ethical dimensions emerged with trust, emotional connections, care and kindness as important enabling factors in the dialogic process� Professional dialogue, as a social learning opportunity, can be influenced by a number of relational variables: knowing, valuing, access and cost (Borgatti & Cross, 2003)� Each variable can impact on the willingness of an individual to engage with their mentor and assessor, and the likely success of those interactions� In particular “cost” is portrayed as the risks an individual is prepared to take with respect to their self-image, when seeking out this type of opportunity� We therefore suggest that dialogic assessment of the achievement of professional standards can influence self, and others’, perceptions of an individual’s professional reputation as a teacher� Something we propose is important in the measured university�
References
− Borgatti, S�, & Cross, R� (2003)� A Relational View of Information Seeking and Learning in Social Networks� Management Science, 49(4), 432-445�
− Ligoria, M�B & Cesar, M� (2013)� Interplays between Dialogic Learning and Dialogical Self� IAP
− Pilkington, R� (2013)� Professional dialogues: exploring an alternative means of assessing the professional learning of experienced HE academics� International Journal for Academic Development, 18(3), 251-263�
− Van Manen, M� (2014)� Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing� CA, Left Coast Press�
Contact: m�asghar@yorksj�ac�uk
Using narrative to explore our scholarship of teaching and learning (SoTL) identity as academic developersBarbara Kensington-Miller1 & Sue Morón-Garcia2
1Centre for Learning and Research in Higher Education, The University of Auckland, New Zealand2Centre for Excellence in Learning and Teaching, University of Central Lancashire, UK Paper: 30mins
Academic life is increasingly becoming fragmented and the need for sustainability in higher education is necessary (O’Farrell & Fitzmaurice, 2013)� Critically reflecting on the roles, values and emotions that guide us as academics and the challenges we face requires us to pay attention to the affective dimension of our changing roles and designations and find ways to sustain ourselves emotionally (Kensington-Miller et al�, 2015)� We have done this through our engagement in shared narrative over three years� In 2012, eight of us from 5 countries (3 continents) explored the influence of engagement with SoTL (Scholarship of Teaching and Learning) on academic identity (Simmons et al�, 2013)� We used narrative to explore our own identities as SoTL scholars: to understand the influence on identity of engaging with SoTL and how interaction with SoTL impacted
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the way we shaped our academic identities� In 2013-14, three of us further engaged in shared narrative enquiries: collaborating to explore the impact of context on our identity, specifically as academic developers (Kensington-Miller et al�, 2015) and how we are positioned in universities today� Our most worrying issue is the pervasive trend in the change of academic developers’ status from tenure-track academic peers to professionals� For both of projects, reflective narratives were used as a way of communicating and capturing our experience: “stories help us create, interpret, and change our social, cultural, political, and personal lives” (Chase, 2005: 651)� Narrative was found to be a useful and powerful way to explore our changing identities as SoTL scholars and academic developers, which we experienced as a discomforting, troubled, and in a marginal space� Brookfield (2013:127) maintains that “… memoir, story, and personal narrative – can indeed be a crucial element of the scholarship of teaching and learning”� Latterly, we have found ourselves drawn to the use of metaphor to further explain and explore the impact of challenging situations and critical incidents on us as SoTL scholars� In this presentation, we will share the narrative enquiry techniques used to explore and examine our changing identities� We share some of our stories and the emerging conclusions we have drawn from the work so far�
References
− Brookfield, S� (2013)� Scholarly Personal Narratives as a New Direction for the Scholarship of Teaching and Learning� Teaching Theology & Religion, 16(2), 127-128�
− Chase, S� E� (2005)� Narrative inquiry: multiple lenses, approaches, voices� In N� K� Denzin & Y� S� Lincoln (Eds�), The Sage Handbook of Qualitative Research (3rd ed�) (pp� 651-679)� London: Sage�
− Kensington-Miller, B�, Morón-García, S�, Renc-Roe, J� (2015)� The chameleon on a tartan rug: Adaptations of three academic developers’ professional identities� International Journal for Academic Development, 20(3), 279-290�
− O’Farrell, C�, & Fitzmaurice, M� (2013)� Academic developers using narrative to support our professional development� Innovations in Education and Teaching International, 50(3), 227-237�
− Simmons, N�, Abrahamson, E�, Deshler, J� M�, Kensington-Miller, B�, Manarin, K�, Morón-García, S�, Oliver, C�, Renc-Roe, J� (2013)� Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development� Teaching & Learning Inquiry: The ISSOTL Journal, 1(2), 9-21�
Contact: b�kensington-miller@auckland�ac�nz Transformative and troublesome: Reflective blogging for professional learning about university teaching1Amani Bell, 2Louise Peralta, 3Andy Smidt & 4Penny Wheeler 1Educational Innovation, The University of Sydney, Australia 2Faculty of Education & Social Work, The University of Sydney, Australia3Faculty of Health Sciences, The University of Sydney, Australia 4Learning and Teaching, Australian Catholic University, Australia
Paper: 30mins
The complexities of being an academic in the contemporary university mean that there is not often the time or space to reflect on teaching, and on academic life in general� In this study, four academics set up a private blog to share reflections on teaching� The members of the blogging project came from different areas of two large universities, and in joining the project their motivation was in part to refresh their thinking by moving outside their institutional confines� Blogging is an activity which can occur, as in this study, in learning spaces hidden (Savin-Baden, 2009) from institutional monitoring or valuation� The role of blogs in developing academic identity has included facilitating reflection amongst new teachers (Killeavy & Moloney, 2010), enabling academics to share research and practice (Mewburn & Thomson, 2013), and sharing reflections about academic life and its intersection with parenting (Petersen & Metcalfe 2013)� While initial commitment to the reflective blogging process was good and all members posted once per month or more, over time this declined� After nine months of intermittent communication, we decided to wrap up the project and examine the experience� The group’s reflective posts and related emails were generated from two sets of prompts, and from final reflections about the project� A qualitative analysis of these posts, using NVivo, showed the topics initiated by the prompts supported the emergence of other themes, notably the emotions felt as part of academic life, and the shaping of experience by time� The balance of negative emotions about teaching expressed in the blog posts and emails (including themes of burden, difficulty, and fatigue) against positive emotions (appreciation, interest, and hope) showed the trade-offs facing the developing academic, while the representations of time in the reflective posts intersected with concerns familiar to many academics� The institutional constructs (Goodyear, 2006) of time, such as the ‘semester’ as a location of lived experience, issues of time and productivity as an academic, control of work time via institutional allocations, and the deadlines and unequal patterns of work against an academic calendar were mentioned by every contributor� Excerpts from these posts show the emotional turmoil that is experienced in participating in the measured university and in seeking shared reflective spaces to unpack these tensions� The blog was a space we created and provided for the purpose of reflection on teaching and academic life� We discuss why the space did not work as anticipated, and how such ‘troublesome’ spaces (Savin-Baden, 2009) may, paradoxically, be viewed as transformative� Our presentation will also explore how shared reflection about teaching might be achieved�
References
− Goodyear, P� (2006)� Technology and the articulation of vocational and academic interests: reflections on time, space and e-learning� Studies in Continuing Education, 28(2), 83-98�
− Killeavy, M�, & Moloney, A� (2010)� Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26(4), 1070-1076�
− Mewburn, I�, & Thomson, P� (2013)� Why do academics
blog? An analysis of audiences, purposes and challenges� Studies in Higher Education, 38(8), 1105-1119�
− Petersen, E� B�, & Metcalfe, A� S� (2013)� Grounded nomads: exploring the lived experience of becoming a parent for female academics� Paper at the Australian Associate for Research in Education conference http://aare2013�com�au/program
− Savin-Baden, M� (2009)� Researching on the edge: Working at the borders of ‘real’ and ‘immersive’ spaces� 4th International Inquiring Pedagogies Conference: Researching Beyond Boundaries, Academic Communities without Borders, 14-15 September, Coventry, UK�
Contact: amani�bell@sydney�edu�au | Twitter: @AmaniBell
Session 1B: 1.30-3.00pm ROOM 102 DAVID HARLAND
A discursive account of the impact of student diversity on academic identities Sophie Goldingay1, Greer Lamaro Haintz1, Dani Hitch1, Juliana Ryan2 & Susie Macfarlane3 1School of Health & Social Development, Deakin University, Australia2Equity and Diversity, Deakin University, Australia3School of Exercise and Nutrition Sciences, Deakin University, Australia Paper: 30mins
Increased student diversity has had mixed effects on university learning and teaching (Biggs & Tang, 2011) and by extension, academic identity� Student diversity can enrich academic culture and when linked to greater epistemological equity, can positively influence university culture and the student learning experience (Gale, 2012)� However, the lived experience of inclusive teaching practice can raise dilemmas for some academics� These often originate in competing, and sometimes contradictory, subject positions associated with the role of academics in students’ learning� Standard student equity indicators such as access, participation, retention and success as well as academic workload models do not measure the sociocultural and educational benefits of student diversity� They also do not take into account the implications of inclusive learning and teaching for academics’ identities and experiences of work� This paper presents preliminary findings from a study of Australian teaching academics’ views about their roles and identities in learning and teaching� Recruited from universities around Australia, participants teach in disciplines with diverse student cohorts� Findings are derived from two phases of qualitative data analysis� In the first phase, Strauss and Corbin’s (1990) three-step process of inductive thematic coding is applied� To deepen analysis, a discursive psychology approach identifies the locally used discourses or ‘interpretive repertoires’ and the resulting ‘subject positions’ used by participants to represent their role (Reynolds & Wetherell, 2003) including any inconsistencies between participants’ accounts and representations arising from disconnection between their perspectives
and the common sense beliefs, values and practices of their daily life (Edley, 2001)� This approach is important because it seeks to understand how academics perceive and represent their own roles from their own subject positionings� Participants’ accounts are offered as useful ‘measures’ of the benefits of, and resources needed for, inclusive university learning and teaching� Findings add to studies on academic identities by providing a discursive psychology lens to offer practical insights that could inform the future resourcing and implementation of inclusive learning and teaching initiatives� References
− Biggs, J� & Tang, C� (2011)� Teaching for Quality Learning at University (4th ed)� London & NY: SRHE & OUP�
− Edley, N� (2001)� Interpretive repertoires, ideological dilemmas and subject positions� In M� Wetherell, S� Taylor & S� Yates (Eds�), Discourse as data: A guide for analysis (pp�189-228)� London: Sage�
− Gale, T� (2012)� Towards a Southern Theory of Student Equity in Australian Higher Education: Enlarging the Rationale for Expansion� International Journal of Sociology of Education, 1(3), 238-62�
− Reynolds, J� & Wetherell, M� (2003)� The Discursive Climate of Singleness: The Consequences for Women’s Negotiation of a Single Identity� Feminism & Psychology, 13(4), 489-510� doi: 10�1177/09593535030134014
− Strauss, A, & Corbin, J� (1990)� Basics of qualitative research: Grounded theory procedures and techniques� Newbury Park: Sage Publications�
Contact: greer�lamaro@deakin�edu�au
Teaching Difficult Knowledge: Educators’ Reflective Engagement with Social Justice PedagogyTapo ChimbgandaYork University, Canada Roundtable: 60 mins
This roundtable discussion will focus on the paradoxes that come with social justice pedagogy in higher education, particularly the imperative to teach for citizenship, which we cannot measure� I aim to facilitate a reflective and evaluative discussion on the paradoxical dynamics of teaching - what could be referred to as the emotionally difficult knowledge that is involved in confronting social justice matters� In this context, social justice pedagogy refers to any teaching and learning experience that drives towards social awareness and transformation in our students (Matthews, 2005; Nagda & Gurin & Lopez 2003)� Whilst focusing specifically on the emotional teaching and learning of difficult knowledge (Britzman, 1998) which inspires social responsibility and insight in students, we can begin by defining what constitutes difficult knowledge in social justice pedagogy, that is what makes social justice pedagogy emotional? If at the centre of social justice pedagogy lies a desire to inspire within our students qualities such as empathy, forgiveness, love and care for the other, how can we measure the efficacy of teaching and learning? How do we move beyond textbook definitions to the transformation of the inner-being? I am
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of the position that in order for students to acquire these abstract but critical skills, an emotional engagement must occur that challenges them to work intimately with the knowledge presented to them� However, this emotional engagement often begins with the educator (Matthews, 2005)� The question becomes: how much of ourselves as teachers do we need to give out in order to teach for social responsibility and awareness? I ask participants to offer a reflexive and critical examination of their experiences as educators engaging students in social justice pedagogy� Here, I draw on the example of Kumashiro (2002) who examines his own practice as an educator in teacher training programs� Kumashiro reflects on the teaching ideologies that have become so entrenched in education that educators find themselves working against social justice whilst trying to rectify situations of oppression� He argues that because of the nature of historical social injustices, emotionality becomes a key factor in teaching outcomes� That means the educator’s own subjectivity can sometimes be counterproductive to the social justice he hopes to inspire� Given these emotionally loaded circumstances, how do educators address the personal narratives of students attached to the history and vicissitudes of injustices? Ultimately, this roundtable highlights the difficulty of teaching where there is no apparatus to measure if we are achieving social justice through our teaching�
References
− Britzman, D� P� (1998)� Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning� Albany: State University of New York Press�
− Kumashiro� K� K� (2002)� Against repetition: Addressing resistance to anti-oppressive change in the practices of learning, teaching, supervising, and researching� Harvard Educational Review, 72(1), 67-92�
− Matthews, B� (2005)� Engaging Education: Developing Emotional Literacy, Equity And Coeducation: Developing emotional literacy, equity and co-education� McGraw-Hill Education (UK)�
− Nagda, B� R� A�, Gurin, P�, & Lopez, G� E� (2003)� Transformative pedagogy for democracy and social justice� Race, Ethnicity and Education, 6(2), 165-191�
− Zembylas, M� (2013)� The emotional complexities of “our” and “their” loss: The vicissitudes of teaching about/for empathy in a conflicting society� Anthropology & Education Quarterly, 44(1), 19-37� doi:http://dx�doi�org/10�1111/j�1548-1492�2012�01175�x
Contact: GlorieTaponeswa_Chimbganda@edu�yorku�ca
Session 1B: 1.30-3.00pm
ROOM 105 IAN CALLINAN
Pressed for time: developing an academic identity while becoming a researcher in busy PhD lifeLilia Mantai1 & Agnes Bosanquet2
1Education, Macquarie University, Australia2Learning and Teaching Centre, Macquarie University, Australia
Paper: 30mins
The traditional purpose of a PhD degree is the preparation and development of researchers� To date, researcher development focusses on post-PhD and early career academics (McAlpine, Jazvac-Martek & Hopwood, 2009; Sinclair, Barnacle & Cuthbert, 2013)� In the PhD context, academic development in terms of teaching skills, for instance, is hardly recognised, yet experiencing a broad field of academic practice is said to be integral to researcher development (Lee & Boud, 2003)� This research contributes to the conference theme by exploring how PhD candidates develop an academic identity; it asks: does the PhD adequately prepare graduates for academic careers in the context of the measured university? Using a theoretical framework that casts academic development as a continuous and incremental process (Åkerlind, 2008; Jazvac-Martek, 2009), this study is based on qualitative interviews with 30 PhD candidates from two Australian metropolitan universities in the first two years of their study and follow-up interviews with 15 of them after a year� Questions asked concerned the personal PhD experience, the activities candidates engaged in, and support forms available during the PhD� This longitudinal study uncovers how effectively candidates are prepared during the PhD, often forming the beginning of a university career, to meet expectations and measure up to standards set for academic careers today� The findings confirm that academic development goes hand in hand with researcher development, and begins early on in the PhD� Engaging in academic practice while doing a PhD increases candidates’ confidence and hence, promotes an academic identity� However, the study reveals limited support or provision for academic development of PhD students, concluding that it is primarily left to candidates themselves to learn how to be an academic� In a context that emphasises the measurement of research (through publications, citations, h-index, etc�), are PhD students focused on a narrow academic identity? This paper presents case studies to illustrate the kinds of practices candidates engage in to identify as academics, and how these change over time due to increasing PhD pressures� It suggests strategies for supervisors and HDR staff supporting candidates to develop as researchers and academics, as well as encouraging HDR candidates to be proactive in this regard�
References
− Åkerlind, G� S� (2008)� Growing and Developing as a University Researcher� Higher Education, 55(2), 241–54�
− Jazvac-Martek, M� (2009)� Oscillating Role Identities: The Academic Experiences of Education Doctoral Students� Innovations in Education and Teaching International, 46(3), 253–64�
− Lee, A� & Boud, D� (2003)� Writing Groups, Change and Academic Identity: Research development as local practice� Studies in Higher Education, 28(2), 187–200�
− McAlpine, L�, Jazvac-Martek, M� & Hopwood, N� (2009)� Doctoral Student Experience in Education: Activities and Difficulties Influencing Identity Development� International Journal for Researcher Development, 1(1), 97-109�
− Sinclair, J�, Barnacle, R� & Cuthbert, D� (2013)� How the Doctorate Contributes to the Formation of Active Researchers: What the Research Tells Us� Studies in Higher Education, 39(10),1972–86�
Contact: lilia�mantai@mq�edu�au | Twitter: @LiliaMantai
Becoming a researcher: mapping critical decisions in the identity development of HDR studentsHarry Rolf1 & Denbeigh Armstrong2 1School of Engineering and ICT, University of Tasmania, Australia 2Division of the Deputy Vice-Chancellor Research, University of Tasmania, Australia Paper: 30mins For university students pursuing Higher Degrees by Research (HDR) constructing an academic identity is part of their journey as an aspiring researcher� A student will construct their academic identity through socialisation with members of their disciplinary communities and by learning to conduct and write research� Writing for publication is an important part of academic life, and today it is common for a thesis to be formatted as a collection of publications rather than the traditional monograph� A thesis by, or with, publication is becoming the norm in many disciplines� Writing publications is an opportunity for students to establish relationships; it can help them join disciplinary discourse communities or simply learn to conduct and write research (Maher et al�, 2013)� Relationships established with these communities not only contribute towards the construction of an academic identity, they provide support essential to a student’s career success and development as a researcher (Sweitzer, 2009)� But tensions do arise in conversations between a student and their institution (department or discipline) when choosing to write for publication� Institutional policy and practice influence important decisions such as: what to publish, who to publish with, and where to publish� Decisions may be determined by taken-for-granted assumptions about performance assessment or accountability and may not result in the best pedagogical outcomes for the student (McAlpine et al�, 2012)� In this paper, we adopt a social network perspective which provides a theory and framework for exploring the decisions about what, how and where students publish and to ask questions of the relationships between students and the academic world� Using information visualisation techniques we map the academic social networks (Fu et al�, 2014) of students at the University of Tasmania, from the co-authorship and citation information of research publications (n = 3485) published in 2008 – 2014� We then examine the student-author relationships with other researchers, the influence of their research, exposure to disciplinary communities, and identify the gate-keepers to these communities� Results of this analysis will help us understand whether decisions made when it came to what, how, and where to publish research, were beneficial to the students concerned, or whether decisions could have been made differently� This evidence can help guide decision-making, policy and practice in the pedagogy of research training when important decisions are being made about a thesis by or with publication�
References
− Fu, T� Z� J�, Song, Q�, Chiu, D� M� (2014)� The academic social network� Scientometrics, 101, 203-239�
− Maher, M� A�, Timmerman, B� C�, Feldon, D� F�, & Strickland, D� (2013)� Factors affecting the occurrence of faculty-doctoral student coauthorship� The Journal of Higher Education, 84(1), 121-143�
− McAlpine, L�, & Amundsen, C� (2012)� Challenging the taken-for-granted: How research analysis might inform pedagogical practices and institutional policies related to doctoral education� Studies in Higher Education, 37(6), 683-694�
− Sweitzer, V� B� (2009)� Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach� The Journal of Higher Education, 80(1), 1-33�
Contact: harry�rolf@utas�edu�au | Twitter: @harryrofl
Training ethical researches in a risk averse environmentKate MacNeill1, Barb Bolt2, Pia Ednie-Brown3 & Megan McPherson4
1Faculty of Arts, The University of Melbourne, Australia 2Victorian College of the Arts, The University of Melbourne, Australia 3RMIT, Australia 4Monash University, Australia Paper: 30mins This paper stems from an Australian Office of Learning and Teaching Innovation & Development Project –Developing New Approaches to Ethics and Research Integrity Training through Challenges posed by Creative Practice Research� In this project we are devising tools that will assist in the development of ethical know-how among HDR candidates� One of our initial fields of inquiry is to distinguish between risk aversion and ethical research practices� University ethics processes are often characterised as a form of risk management: a necessary evil of the corporate university’s desire to measure and manage risk� In his advice to anthropologists: that they need to be part of improving the ethics process rather than resisting its scrutiny, Simon Batterbury (2014) notes that University Human Research Ethics Committees are “part of the neoliberal approach to University management (i�e� minimising lawsuits and risks) [and] will remain a fixture of contemporary institutions”� Ethics Committees sit in the central university structure, frequently reporting to a Deputy Vice Chancellor, and comprise both employees of the University and external members recruited through a University sponsored selection process� It is not surprising then that some Ethics Committee members, and indeed their Chairs, have reported that they consider part of their role to be protecting the University’s interests, or as one Chair is reported to have said, “to ensure that the university didn’t get sued” (Guellemin et al�, 2012)� Researchers are encouraged to innovate, create, and explore in ways that have historically led to unconventional practices and counter intuitive outcomes� This is especially so in the area of creative practice research, which Australia has only recently recognised as part of the research output of
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universities� Academics in the area have not yet developed a degree of comfort with the ethics processes, and as a result, PhD students have become early adopters of the ethics process in relation to the academic body more generally in creative arts schools� For this reason, it is crucial that research education distinguish between the development of an ethical practice in relation to research activities, and the requirements of a risk management process with its formulaic approach to measuring and assessing risk prior to an event occurring� In this paper, we examine the background to risk management practices and compare these with the ethics approval processes in universities to determine whether these are complementary or whether the perceived conflation of the two processes may lead to more cautious approaches to research practices in the university� We then explore these issues through an examination of two PhD research projects that attracted widespread media attention and brought the issues of ethics in research and reputational risk to a wider audience�
References
− Batterbury, S� (2014)� Human research ethics committees: Beyond critique to participation� The Australian Journal of Anthropology, 25(3), 385–386�
− Guillemin, M�, Gillam, L�, Rosenthal, D�, & Bolitho, A� (2012)� Human research ethics committees: examining their roles and practices� Journal of Empirical Research in Human Research Ethics, 7(3), 38-49�
Contact: cmmacn@unimelb�edu�au
Session 1B: 1.30-3.00pm ROOM 107 TRESS COX LAWYERS
Poetry and the Measured UniversityKim DeBacco1 & James Burford2
1USCB Extension, University of California Santa Barbara, USA 2Faculty of Learning Sciences & Education, Thammasat University, Thailand
Performance: 90mins
The guiding proposition of this workshop is that poetry is not only an available mode of academic writing, but that the very process of composing poetry offers a rich method for engaging with the pleasures, paradoxes, and politics of the ‘measured’ research university� As a function of its compressed form and inherent aesthetic qualities, poetry can “give rise to ways of saying what might not otherwise be expressed” (Cahnmann, 2003:31)� The open form of poetry can be viewed as a strength, in that it “leaves frayed edges and loose wires” (McBride, 2009) for readers to make sense of themselves�
This poetry writing and performance workshop will offer a creative space for “poking around poetically” (Lahman et al�, 2010:39) inside the ‘measured’ university� Participants in this session will be provided with several options for generating poetic writings� Beginning with the ACID Conference ‘call for papers’, participants will be invited to
contemplate how this text could be used as a stepping off point for making a poem� While some participants might wish to use the time available to follow their own process of composition, other participants will be invited to adopt a more structured process, requiring the application of a systematic series of mechanical techniques to produce, by chance and not inspiration, automated poetic reflections on the ‘measured’ university� The process will entail fragmenting and reconstructing any of the conference texts (such as the conference call, session abstracts, participants’ notes) to produce short contemporary pieces of writing that prod, pierce or poke fun at the performative gaze of measurement that regulates academic identities in the contemporary university� Participants do not need to be poets, or performers� However, those who aspire to the latter will be invited to share and perform their pieces� The random poetry that emerges from the application of “Chance Operations” (Academy of American Poets website) frees the writer from the responsibility and accountability of traditional authorship, opening up subversive, interpretative spaces to be explored in the performances and collective reflection that will close the session� We anticipate this workshop will demonstrate the value of poetry as a practice of creative-intellectual inquiry – and as a method that can cast a different kind of light on the academic identities that are shaped, and that shift, under the regime of the ‘measured’ university�
References
− Academy of American Poets� Poetic Technique: Chance Operations� Retrieved January 18th 2016 from https://www�poets�org/poetsorg/text/poetic-technique-chance-operations�
− Cahnmann, M� (2003)� The craft, practice, and possibility of poetry in educational research� Educational Researcher, 32(3), 29-36�
− Lahman, M�, Geist, M�, Rodreiguez, K� Gragilia, P, Richard, V� & Schendel, R� (2010)� Poking around poetically: Research poetry and trustworthiness� Qualitative Inquiry, 16(1), 39-48�
− McBride, Neil� (2009) Poetry cornered� Times Higher Education [December 3, 2009]� Accessed at: https://www�timeshighereducation�com/features/poetry-cornered/409334�article
Contact: kim�debacco@extension�ucsb�edu Twitter: @kimdebacco
Session 1C: 3.30-5.00pm
ROOM 100 HICKSONS
Analytics, code and bare (academic) life: Resisting measurement and reclaiming communityStanley FrielickAuckland University of Technology
Pecha Kucha: 30mins
This presentation sketches some ideas about the ways in which academic life increasingly tends towards the state of bare life (Agamben, 1998) under the distorting influences of performativity, managerialism, and the neo-liberal emphasis on entrepreneurialism� The condition of bare life is one of ‘inclusive exclusion’ - a paradox that sums up the state of being at the margins of political life� In the measured university no one escapes measurement, we are all in some way enclosed in this indeterminate zone of inclusion/exclusion from the power relations and decision-making processes that influence our identity�
It is no coincidence that the rise of the entrepreneurial university (Marginson & Considine, 2000) mirrors the increasing power of data to measure and control every aspect of existence� Here we confront the implications of analytics and the algorithmic functions of code that insert themselves into all facets of academic life - learning, teaching, research and service (Williamson, 2014)� The presentation traces the insidious ways in which ‘big data’ helps to further the decline of collegiality and community - drawing on earlier analyses that predicted the ‘moral collapse of the university (Wilshire, 1990) and the ‘university in ruins’ (Readings, 1997) and taking stock of the current situation in which the burgeoning fields of learning analytics (Pechenizkiy & Gasevic, 2015) and performance-driven management (Peters, 2004) have all but displaced the human relations that should govern the learning enterprise�
This is not to say that academic life in the measured university is a lost cause� The idea of the university is worth fighting for, after all, and there many ways in which the recovery of an ecological university (Barnett, 2011) with a clear sense of moral purpose is achievable (Frielick, 2008)� Strategies of resistance will be articulated, along with practical ways in which learners and teachers can use the positive potential of big data to enhance learning, while at the same time being acutely aware of the dangers� Ultimately - developing Readings’ notion of the ‘community of dissensus’ - this is a process of participation in a new politics, which will realise the vision of Agamben’s coming community of pure singularity without exclusion (Whyte, 2010)�
References
− Agamben, G� (1998)� Homo Sacer: Sovereign Power and Bare Life� Stanford University Press�
− Agamben, G� (2005)� State of exception� Chicago: University of Chicago Press�
− Barnett, R� (2011)� The coming of the ecological university� Oxford Review of Education, 37(4), 439-455� http://doi�org/10�1080/03054985�2011�595550
− Frielick, S� (2008)� The University in Ruins? An Ecological Perspective on Recovery� Paper presented at the Critical Thoughts: Recovering Higher Education Conference, Victoria University of Wellington, New Zealand�
− Marginson, S�, & Considine, M� (2000)� The enterprise university: power, governance, and reinvention in Australia� Cambridge, UK; New York: Cambridge University Press�
− Pechenizkiy, M�, & Gasevic, D� (2015)� Introduction into Sparks of the Learning Analytics Future�
Journal of Learning Analytics, 1(3), 145-149�
− Peters, M� A� (2004)� `Performative’, `performativity’ and the culture of performance Knowledge management in the new economy (Part 1)� Management in Education, 18(1), 35-38� http://doi�org/10�1177/08920206040180010701
− Readings, B� (1997)� The university in ruins� Cambridge, Mass�: Harvard University Press�
− Whyte, J� (2010)� “A New Use of the Self”: Giorgio Agamben on the Coming Community� Theory & Event, 13(1)� Retrieved from http://muse�jhu�edu/journals/theory_and_event/v013/13�1�whyte�html
− Williamson, B� (2014)� Governing software: networks, databases and algorithmic power in the digital governance of public education� Learning, Media and Technology, 0(0), 1–23� http://doi�org/10�1080/17439884�2014�924527
− Wilshire, B� W� (1990)� The moral collapse of the university : professionalism, purity, and alienation� Albany: State University of New York Press�
Contact: stanley�frielick@aut�ac�nz | Twitter: @sfrielick
Academic Identities, Relationalities and Affect in Measured UniversitiesSusanne Gannon1, Giedre Kligyte2, Jan McLean2, Maud Perrier3, Elaine Swan4, Ilaria Vanni5 & Honni van Rijswijk6
1Centre for Educational Research, Western Sydney University, Australia2Learning and Teaching Unit, The University of New South Wales, Australia3School of Sociology, University of Bristol, UK4School of Communications, University of Technology Sydney, Australia 5School of International Studies, University of Technology Sydney, Australia6Law & Culture, University of Technology Sydney, Australia Paper: 30mins We deploy a collective biography methodology as a political and epistemological intervention into our ways of thinking about academic identities and academic work in neoliberal universities (Davies & Gannon, 2012)� The managerial practices of measured universities tend to elevate disembodied reason over emotion; to repress, commodify, or co-opt emotional and affective labor; to increase individualization and competition among academic workers; and to disregard the relational work that we suggest is essential for well-being at work (Alemán, 2014, Clegg, 2013; Davies & Petersen 2005, Leathwood & Read, 2009; Ringrose, 2013)�
We turn our gaze to emotional and affective politics of academic work to consider alternative measures of academic labour that value collaboration and that aim to instantiate relations that are more horizontal than hierarchical� The three university sites that our narratives focus on – a gender equity meeting, a feminist art-making workshop, and a supervisory/ mentoring relationship between two women workers – might seem ideal spaces for such work but rather they seem to reinforce the apparent
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marginalization of feminist identities and feminine ways of being, thinking, and feeling in everyday academic spaces� Our stories explore moments of the breaking of ties among women, and between men and women, as well as document how feminist relationalities can bind and exclude� We complicate these analyses by considering how our process of speaking of exclusion as women in the corporate university may also have silenced racially marginalised women� Building on feminist scholarship about race and diversity, we reflect on how relational practices including the feminist methodology of collective biography create both inclusions and exclusions� We suggest that academic ties are both part of the problem and the solution to countering neoliberal policies in measured universities, and that academic relationships, especially with other women, are often experienced as unrealized spaces of hope, more so than individualized academic identities�
References
− Alemán, A� M� (2014)� Managerialism as the ‘New’ Discursive Masculinity in the University� Feminist Formations, 26(2), 107-34�
− Clegg, S� (2013)� The Space of Academia: Privilege, Agency and the Erasure of Affect� In Maxwell, C�, & Aggleton, P� (Eds�) Privilege, Agency and Affect: Understanding the Production and Effects of Action (pp� 71-87)� London: Palgrave Macmillan�
− Davies, B�, & Petersen, E� (2005)� Neo-Liberal Discourse in the Academy: The Forestalling of (Collective) Resistance� LATISS: Learning and Teaching in the Social Sciences, 2(2), 77-98�
− Gannon, S�, & Davies, B� (2012)� Postmodern, Poststructural and Critical Theories� In S� Hesse-Biber (Ed�), The Handbook of Feminist Research: Theory and Praxis (pp� 65–91)� Thousand Oaks, CA: Sage Publications�
− Leathwood, C�, & Read, B� (2009)� Gender and the Changing Face of Higher Education: A Feminized Future? Maidenhead, UK: Open University Press�
− Ringrose, J� (2013)� Postfeminist Education? Girls and the Sexual Politics of Schooling� Abingdon, UK: Routledge�
Contact: s�gannon@westernsydney�edu�au
Gendering measurement/measuring genderKate MacNeill1 & Anita Devos2 & Amanda Coles1
1School of Culture and Communication, Faculty of Arts, The University of Melbourne, Australia 2Monash University, Australia
Paper: 30mins This paper will present a critical review of the literature relating to gender, performance measurement and universities� The aim of this review is to consolidate, and further develop the analysis and conversation on the ways in which systems of measurement deployed in universities may sustain, and entrench, new forms of gender inequality� Our work builds from two premises: that what is measured matters, and that how you measure matters� As we know, the workforce in universities is gender segmented, not only between academic and professional staff, but within academic ranks and across disciplines� In spite of some
improvement in representation of academic women in senior ranks of Australian universities, in recent years, this goal has become just one of an ever increasing number of performance indicators by which universities are judged� The profound shift in the last decade or so to performance-based assessment of universities through rankings and other metrics, in turn drives measures of academic and professional staff performance� As new foci for universities emerge—knowledge transfer and commercialisation, engagement, internationalization, to name a few— the potential for inequitable outcomes expands unless the impacts are monitored, and the potential negative effects of systems of measurement understood and anticipated� To give a few examples, Gaze and Stevens (2011) caution that particular forms of knowledge transfer may undermine important university values by emphasizing measureable outcomes, such as contribution to university income� The extent of internationalisation within the academic workforce as a component of rankings has the potential to conflict with human resource practices implemented to enhance gender equity� Similarly, the recruitment of “star researchers”, whereby staff are employed without compliance with open and transparent recruitment mechanisms, threatens hard fought for measures designed to ensure inclusive approaches to selection and promotion� On the research impact side, there is evidence that the practice of self-citation is more wide-spread among male academics than females, leading to perverse citation score outcomes (King et al�, 2014)� Measurement is viewed as impartial and scientific, giving it an appearance of transparency and fairness� In this paper we offer an alternative reading, of the ways in which measurement may contain indirect bias, and how the strategies and rewards designed to achieve measureable outcomes may be far from equitable� In drawing the literature together in this way, we hope to highlight gendered outcomes from measurement based indicators, and inform research into more inclusive measures of university performance�
References
− Gaze, B� & Stevens, C� (2011)� Running risks of gender inequity: knowledge transfer policy in Australian higher education� Journal of Education Policy, 26(5), 621-639�
− King, M� M�, Correll, S�J�, Jacquet, J�, Bergstrom, C�T�, & West, J�D� (2015)� Men set their own cites high: Gender and self-citation across fields and over time� Conference Papers: American Sociological Association, 1-10�
Contact: cmmacn@unimelb�edu�au
Session 1C: 3.30-5.00pm ROOM 102 DAVID HARLAND
Responding to the Paradox of Space, the Politics of Stewardship and the Absence of Pleasure: Pasifika Teacher Educators and the Process of ‘becoming’ Academics in the Measured UniversityTanya Samu Faculty of Education and Social Work, The University of Auckland, New Zealand Paper: 30mins
This paper draws on an ongoing reflective examination of the collective efforts of a small group of Pasifika academic staff involved in teacher education, to develop strong research, teaching and service profiles� They are located within a faculty of education, formed after the amalgamation of a college of education with a university about a decade ago� The group, called the Kainga Pasifika began their tertiary education careers employed in positions that drew on their expertise as practitioners within centres and schools serving predominantly Pasifika learners� Most did not have research profiles, or doctoral qualifications� Learning to be an academic continues to be a complex and challenging process given (i) expectations for Pasifika staff to represent the needs and interests of Pasifika peoples; (ii) institutional vulnerability to fluctuating enrolments, changeable government policies; and (iii) university ‘refinement’ of its academic measures� For the Kainga, a continuous focus on their respective academic development has been impossible, given the variable impact of changes described� Questions in the conference call provide a focus for this paper: • How might the aforementioned staff create and sustain a community that nourishes their identities and practices as Pasifika researchers and scholars? • What sorts of theories, approaches and evidence are needed as Pasifika academic staff confront and re-work teaching, learning and curriculum expectations? These questions will be addressed via Lave and Wenger’s (1991) ideas about situated learning, and Wenger’s concept of ‘community of practice’ (1998), which are again used to analyse the Kainga’s collective efforts at becoming Pasifika academics� The conceptual framework of spirit as in spiritual, intellectual and cultural ways of knowing and meaning-making; space, referring to the development of physical, conceptual and structural spaces and stewardship which is a specific culturally informed sense of duty, responsibility and obligation (Samu, 2014)� ‘Space’ and ‘stewardship’ are used to problematise a selection of institutional practices and expectations� Some of the specific challenges facing Pasifika staff as academics and scholars are identified and the collective effort by the Kainga to theorise and resolve these issues is illuminated� There are two aspects of this: firstly, to ensure Kainga members measure well against the university’s academic standards with their cultural values intact, even enhanced; and secondly, to achieve the Kainga’s shared vision of success –the education and development of Pasifika communities within Aotearoa New Zealand� This is how the real joy (or pleasure) is found - via cultural ways of knowing and meaning-making� In other words, spirit�
References
− Samu, T�W� (2014)� Spirit, space and stewardship: A Collective approach to becoming Pacific women in the academe� In P� Fairburn-Dunlop & E� Coxon (Eds�), Talanoa: Building a Pasifika Research Culture (pp� 189-207)� Palmerston North: Dunmore Press�
− Lave, J� & Wenger, E� (1991)� Situated Learning: Legitimate Peripheral Participation� Cambridge: Cambridge University Press�
− Wenger, E� (1998)� Communities of Practice: Learning, Meaning and Identity� Cambridge:
Cambridge University Press�
Contact: t�samu@auckland�ac�nz
Enhancing relationships and community engagement through book clubs that focus on gratitudeKerry Howells Faculty of Education, University of Tasmania, Australia Paper: 30mins At a time when performativity and measurement are at the heart of most university decision-making, we are often caught in the grip of an exchange paradigm which is characterised by individualism, instrumentalism and consumerism� An unfortunate consequence may well be deterioration in the value given to relationships and the gifts we receive from others� Yet relational wellbeing is fundamental to the creative thinking process and sustainability of contribution� Building on research that shows the pivotal place of gratitude in building and maintaining relationships (Algoe, Fredrickson, & Gable, 2013), the paper explores the potential of greater attention to gratitude in bringing the centrality of relationships more to the fore in the current university environment�
The context for this exploration is a community of practice that was created through a book club� Although there is scant research into the effectiveness of book clubs in the university setting, in the school context book clubs have been shown to be an effective means of professional development (Monroe-Baillargeon & Shema, 2010) and for creating a community of practice (Kooy, 2006, 2011)� Such a forum allows for discussions that are both scholarly yet deeply personal� The book club was centred around discussion of Howells (2012) Gratitude in education: A radical view� Dilemmas explored in this text are at the heart of many of the paradoxes in a ‘measured’ university, and as such it provided an effective resource for reflection� These dilemmas include: how we work towards a gift paradigm while an exchange paradigm predominates; how we value critique while not losing our integrity through negative complaint and victim mentality; and how we value relationships while still needing to be task orientated and ‘high performing’� The paper outlines the process and outcomes of three separate book clubs, arising from a university-funded fellowship, and comprising a total of thirty academic and general staff at the University of Tasmania, from a range of different faculties� Participants met once a month over a three-month period, to study, reflect on and practise gratitude while also discussing dilemmas and challenges� The paper reports on survey and focus group data that was collected at the end of the book club initiative and analysed through the lens of Ettiene Wenger’s (1998) social theory of learning� It demonstrates positive outcomes in each of Wenger’s four identified dimensions: community, identity, meaning and practice� Participants reported on the increased awareness of the meaning of gratitude and its place in the university context, while also acknowledging restraints� They discussed the effectiveness of book club to create a community of practice and form an identity around their mutual attempts to practise gratitude and support each other in the challenges� Pa
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References
− Algoe, S�, Fredrickson, B� & Gable, S� (2013)� The social function of the emotion of gratitude via expression� Emotion 13(4), 605-609�
− Howells, K� (2012)� Gratitude in education: A radical view� Rotterdam: Sense Publishers�
− Kooy, M� (2006)� Telling stories in book clubs: Women teachers and professional development� New York, NY: Springer�
− Monroe-Baillargeon, A�, & A� Shema� (2010)� Time to Talk: An Urban School’s Use of Literature Circles to Create a Professional Learning Community� Education and Urban Society, 42(6), 651-673�
− Wenger, E� (1998)� Communities of practice: Learning, meaning and identity� Cambridge, UK: Cambridge University Press�
Contact: Kerry�Howells@utas�edu�au
Being and becoming a professional: Restoring history to the education of health professionsTracy Fortune1, Sarah Barradell1 & Tai Peseta2 1School of Allied Health, La Trobe University, Australia 2Educational Innovation, The University of Sydney, Australia
Paper: 30mins The conveners of this conference have challenged participants to consider whether the University still acts as an environment for developing engaged, disciplined citizens� In this presentation we interrogate student learning in the health professions and a tendency of educators and students to favor ‘forward thinking’ technical rationality, where the history of the discipline and its past ways are considered irrelevant� We contend that a pragmatic, forward thinking approach to learning how to ‘do’ or become ‘competent’ to practise may stand in the way of becoming critically reflective professionals� As Schon (1983) stated “many [professional] practitioners, locked into a view of themselves as technical experts, find nothing in the world of practice to occasion reflection� They become too skillful at techniques of selective inattention, junk categories, and situational control, techniques which they use to preserve the constancy of their knowledge-in-practice” (p�69)� How have some health professions come to be framed in such a way that the histories of their emergence have largely been erased from university curricula, and what are the consequences for how students learn to become professional?
We focus on two professions - occupational therapy and physiotherapy - each with relatively short histories in the academy� While both are at different stages of developing a ‘disciplinary mindset’ - an attitude that embraces a critical engagement with the historically situated nature of the profession - we speculate on whether the absence of their histories from university curricula (at least in Australia) might help to explain the difficulties students’ experience in seeing (and caring about) the layers of connections between theory and practice� In the language of threshold concepts (Meyer & Land, 2003), these layers
of connection create ‘trouble’ for students (Fortune & Kennedy-Jones, 2014) yet it is these very struggles that are germane to becoming professional� We wonder whether developing an historical disposition to scholarship in their pre-professional education, enables students to see the profession as forged through a collision between ideas, practices, people, places and circumstances (Kemmis, 2009)� Our view is that a curriculum that embraces and explores narratives about the history of the profession is likely to help students to situate their uncertainties and anxieties about becoming professional – shifting their focus from doing, and (re)producing a practice to being and becoming the sort of practitioners able to recursively and excursively embrace professional quandaries�
References
− Fortune, T� & Kennedy-Jones, M� (2014)� Occupation and its relationship to health and wellbeing: The threshold concept for occupational therapy� Australian Occupational Therapy Journal, 61(5), 293-298�
− Kemmis, S� (2009) Understanding Professional Practice: A Synoptic Framework� In B� Green (Ed�), Understanding and Researching Professional Practice (pp� 19-38)� Rotterdam, Netherlands: Sense Publishers�
− Meyer, J�H�, & Land, R� (2003) Threshold concepts and troublesome knowledge (1): linkages to ways of thinking and practicing� In C� Rust (Ed�), Improving student learning – ten years on (pp� 412-424)� Oxford: Centre for Staff and Learning Development�
− Schön, Donald A� (1983)� The reflective practitioner: How professionals think in action� New York, NY: Harper-Colins Basic Books�
Contact: t�fortune@latrobe�edu�au | Twitter: @DrTEFF
Session 1C: 3.30-5.00pm
ROOM 105 IAN CALLINAN
Completion, publication and collaboration: What is the measured university doing to doctoral writing?Cally Guerin Faculty of Arts, The University of Adelaide, Australia Roundtable: 60mins Today’s doctoral candidates find themselves learning to do research within the context of a ‘measured university’ where their use of resources and contribution to the institution is continuously monitored and calculated� Rather than discovering a space in which they are encouraged to take time to philosophise and explore complex ideas, they are faced with pragmatic choices required to achieve timely completions and move onto the next stage in their careers� This has important effects on the kind of projects they undertake (Tennant, 2009), how they present their results if they are to get maximum value for their efforts, and their emerging researcher identities�
PhD candidates contribute to their university’s measured research output, particularly in terms of publications�
While institutional pressure on academics to publish their research may not be the only reason that the ‘thesis by publication’ format is becoming increasingly common across most disciplines, it is hard to believe that there is no link at all between these phenomena (Aitchison, Kamler & Lee, 2010; Jackson, 2013)� This raises concerns about premature publication, a barrage of submissions to academic journals, and promotes the rise of predatory journals� On the other hand, of course, it allows new scholars to disseminate important research findings and establish a reputation in their field� But doctoral candidates now need to understand the implications of where they publish their work, carefully considering the journal impact factors and bibliometrics by which others will measure their scholarly contributions�
Supervisors and those in para-academic roles responsible for researcher education need to find the means to negotiate the measured university in ways that both nourish emerging researcher identities and help novice researchers survive and thrive in this hard-headed context� While efficiently producing their theses, doctoral candidates also deserve to enjoy the intellectual challenges of writing about their research; writing groups can provide a space that allows for the development of communication skills and personal intellectual growth, as well as measurement of writing output (Aitchison & Guerin, 2014)� These flexible, collaborative spaces are sites in which the practices of both kindness and critique can be found (Guerin, 2014), valuable elements in a doctoral curriculum that seeks to develop sustainable academic identities�
This roundtable considers the dangers and opportunities afforded doctoral writing by the measured university� It invites participants to engage with the inter-related issues of completion, publication and collaboration:
Are there ways in which the measured university can have a positive impact on doctoral writing? Does this differ according to different disciplines? What other contextualising factors influence these impacts?What role do altmetrics and engagement in non-traditional social media sites play in terms of career opportunities for new doctoral graduates seeking to make a reputation for themselves? To what extent should we encourage doctoral candidates to focus on these elements alongside more conventional measures? What forms of ‘writing groups’ are most suited to doctoral candidates getting what they need out of the measured university? Are there new ways in which such groups can operate that respond better to student needs in this context?
References
− Aitchison, C� & Guerin, C� (Eds�) (2014)� Writing Groups for Doctoral Education and Beyond: Innovations in Practice and Theory� Abingdon: Routledge�
− Aitchison, C�, Kamler, B� & Lee, A� (2010)� Publishing Pedagogies for the Doctorate and Beyond� Hoboken, NJ: Routledge�
− Guerin, C� (2014)� The gift of writing groups: critique, community and confidence� In C� Aitchison & C� Guerin (Eds�), Writing Groups for Doctoral
Education and Beyond: Innovations in Practice and Theory (pp 128-141)� Abingdon: Routledge�
− Jackson, D� (2013)� Completing a PhD by publication: a review of Australian policy and implications for practice, Higher Education Research & Development, 32(3), 355-368�
− Tennant, M� (2009)� Regulatory regimes in doctoral education� In D� Boud & A� Lee (Eds�), Changing Practices in Doctoral Education (pp� 225-236)� Abingdon: Routledge�
Contact: cally�guerin@adelaide�edu�au
Session 1C: 3.30-5.00pm
ROOM 107 TRESS COX
The university as an infinite gameNiki Harré1, Sean Sturm2, Kirsten Locke3 & Barbara M� Grant3 1School of Psychology, The University of Auckland, New Zealand 2Centre for Learning and Research in Higher Education, The University of Auckland, New Zealand 3School of Critical Studies in Education, The University of Auckland, New Zealand Symposium: 90mins
According to the philosopher James Carse (1986), life is comprised of at least two kinds of games� One is finite games, in which the object is to win, and the other is the infinite game in which the object is to keep the game in play� Finite games have boundaries, include only select players, have rules that must not change for the duration of the game, and are played with extrinsic values� In contrast, the infinite game has horizons that move as the player moves, welcomes everyone into the game, has rules that must change over time, and is played with intrinsic values� Finite games may further the infinite game or, if they become disconnected from the infinite ethos, render it obscure�
The premise of this symposium is that, at its best, the university is the infinite game par excellence� It is a site in which all players’ insights can contribute to the finite games we play; in which new knowledge is co-created; and in which we are deeply and creatively engaged with the ongoing social debate about how to live well together� Niki Harré will outline the rules of infinite and finite games and how common university practices can be understood in their light; Sean Sturm will explore how focusing students on what they value can transform both their experience and the institution itself; Kirsten Locke will look at gender equity as a way to embrace all players and adjust the game accordingly; and Barbara Grant will show how the critic and conscience role of academics offers a key site for deep engagement with issues in the public arena and within the university itself�
The infinite game of higher education
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Niki HarréAll too often, as university academics, we have become entranced by finite games in which narrow forms of measurement distract us from our potential as participants in, and facilitators of, infinite play� Such finite games include the research outputs game, the competition for “top” students game, the grants game, the h-index game, the promotion game and so on� And we submit our students to the finite games of relentless assessments, prizes and GPA calculations, which force them to walk a knife-edge between inclusion and exclusion� While much of this could be attributed to the structural forces of the “neoliberal university,” we are also complicit in the maintenance of these games by pursuing and proffering the rewards they promise� This can leave us – and, no doubt, our students – with a yearning for the more vibrant, rich and open-ended infinite game, yet unable to let go of the finite games on offer� This talk will suggest ways to revive the infinite ethos at universities, including self-reflection, subversive networks and a willingness to give up on winning the finite games that lead us astray�
“Teaching the university”: Learning from the play of values Sean SturmTeaching is public intellectual work, in at least two senses: first, the teacher can embody the role of critic and conscience for students; second, the teacher can empower students to take on that role for themselves� One way to do the latter is to “teach the university,” as Jeffrey Williams (2008) puts it: to alert students to the social, institutional and disciplinary context in which they are studying, and how it shapes what and how they study, in particular, its values and value judgments� This can awaken in them a sense of critique as “problematization,” as “the questioning … of [the] present to which [they] belong and in relation to which [they have] to situate [themselves]” (Foucault, 1985: 88)� But the teacher can also empower students themselves to “teach the university” (or their teacher, at least) more directly: by undertaking critical-creative – playful – activities and assessments (games, dérives, blogging, mapping, occupations) that embody what they value about the university, students can intervene in the operation of the university; they too can teach the university�
Gender equity and the university project as “infinite game” Kirsten LockeThe university as an infinite game prompts a reading of gender equity in the university project� Research drawing on gendered career trajectories at Danish and New Zealand universities explores the extent to which the university recognises itself as a microcosm of a society that embraces the notion of living well together� For the university to do so, academics (and students) must be alert to how it perpetuates or disrupts gendered articulations of power�
Issues of pay parity, equal career trajectories, and general policy frameworks that support women in society are severely compromised when universities “forget” their obligation to ensure that the gendered structures within which academics work are equitable, as statistics on the number of women in academic leadership roles attest� A recognition of gender and its intersectionality with sociocultural categories at play in and outside the university sphere such as class, ethnicity, age and status (Locke, 2015) is critical to a project that aims to keep open the possibility of the infinite game for all in academia�
Critic and conscience of the university: Animating the infinite game? Barbara M� GrantIn Aotearoa/New Zealand, the role of “critic and conscience” is given to universities by legislation: it is a role that enfolds the value of academic freedom with elements of being a public intellectual (see Bridgman, 2007)� While the primary way in which critic and conscience has been interpreted, enacted and defended to date is to promote an active, critical engagement between academics and their wider society, we might also think about the necessity of inhabiting the role within our own institutions� How do we act as critic and conscience of our universities, when our very living depends upon them? In the current time, for example, how might we usefully – and in principled ways – intervene in a culture of pervasive and perverse measurement? In my presentation, I give the history and legal standing of the critic and conscience role in NZ, its connection with academic freedom and the idea of the public intellectual, and I consider its ramifications for the university as an infinite game� References
− Bridgman, T� (2007)� Assassins in academia? New Zealand academics as ‘critic and conscience of society’� New Zealand Sociology, 22(1), 126-144�
− Carse, J� (1986)� Finite and infinite games� New York, NY: The Free Press�
− Foucault, M� (1985)� The art of telling the truth� In L�D� Kritzman (Ed�), Politics, philosophy, culture: Interviews and other writings of Michel Foucault, 1977-1984 (pp� 86-95)� New York, NY: Routledge�
− Locke, K� (2015)� Intersectionality and reflexivity in gender research: disruptions, tracing lines and shooting arrows� International Studies in Sociology of Education, 25(3), 169-182�
− Williams, J� J� (2008)� Teach the university� Pedagogy, 8(1), 25-42�
Contact: n�harre@auckland�ac�nz
Abstracts - Day 2 Thursday
Session 2A: 9.00-10.30am ROOM 100 HICKSONS
“I am told it is publications”: Becoming a quantified academic in the measured universityAgnes Bosanquet1, Jason Lodge2 & Kelly Matthews3
1Learning and Teaching, Macquarie University, Australia 2Centre for the Study of Higher Education, The University of Melbourne, Australia3Institute for Teaching and Learning Innovation, The University of Queensland, Australia Paper: 30mins
Early career academics (ECAs) are the future of academia, but concerns about the numbers leaving the sector are emerging (Bexley, Arkoudis & James, 2013)� An increasing body of literature examines career development, workload balance, job security and factors for success (Sutherland, 2015), along with demographic studies related to the ageing academic workforce (Hugo & Moriss, 2010)� As academic work is increasingly subject to the measurement of defined metrics (e�g�, specific annual targets for research funding, number of publications and citations), the signals regarding career progression being received by ECAs warrant consideration�
This paper draws on a survey of 493 ECAs from three Australian universities� ECA was subjectively defined to disrupt dominant definitions that assume PhD completion and permanent appointment� Participants provided quantitative and qualitative data responses regarding research output, career activities and goals, and perceptions of the most and least important aspects of their work for career progression� ECAs report a dissonance between what they expected and their current reality in academia� The pressure to publish is high, with 95% focusing on research to progress their careers and 93% reporting that an extensive list of high quality publications is vital for career advancement� ‘Publish or perish’ was a dominant theme in descriptions of work and goals� Particular groups are especially anxious, including ECAs without clear career direction or secure appointment, and those who value teaching but prioritise research activities in an effort to be successful (Matthews, Lodge & Bosanquet, 2014)� Many ECAs are struggling to
produce research: 19% of respondents have no ‘counted’ (e�g� journal article, book chapter) research outputs with a further 21% having output in just one ‘counted’ category� ECAs know that research metrics matter – in our findings, this awareness is consistent across institutions, career stages, disciplines, roles and positions – and this is shaping beliefs, behaviours and goals in the measured university� Presenting a quantified research profile through publications, citations, grant funding, h-index and other measures, is more straightforward and public than measures for teaching, engagement or academic leadership� This paper argues that a reliance on such metrics for research is undermining Boyer’s notion of the ‘true scholar’ versed in the scholarship of research, teaching, integration and engagement (Hutchings, Huber & Ciccone, 2011)�
References
− Bexley, E�, Arkoudis, S� & James, R� (2013)� The motivations, values and future plans of Australian academics� Higher Education, 65(3), 385-400�
− Hugo, G� & Morriss, A� (2010)� Investigating the ageing academic workforce: Stocktake� Adelaide: The National Centre for Social Applications of Geographical Information Systems�
− Hutchings, P�, Huber, M�T�, & Ciccone, A� (2011)� The scholarship of teaching and learning reconsidered� Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching�
− Matthews, K� E�, Lodge, J� M� & Bosanquet, A� (2014)� Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development� International Journal for Academic Development, 19(2), 112-124�
− Sutherland, K� A� (2015)� Constructions of success in academia: an early career perspective� Studies in Higher Education, http://dx�doi�org/10�1080/03075079�2015�1072150
Contact: agnes�bosanquet@mq�edu�au Twitter: @AgnesBosanquet
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Negotiating the academic terrain as an early career academic Jennie Billot1 & Virginia King2
1Researcher Development, Auckland University of Technology, New Zealand2Centre for Excellence in Learning Enhancement, Coventry University, UK
Paper: 30mins
Academics entering the university sector frequently encounter a complex and ambiguous environment� Early career academics, with diverse skills, interests and passions, anticipate teaching and research roles through which they can establish themselves as higher education scholars� However, entering any new workplace may involve a reality check, where the context differs from the anticipated, and where the norms and rules are often tacit and challenging to identify� How new academic staff are welcomed and socialised is, too often, ineffective (Nadolny & Ryan, 2015; Smith, 2010; Walker, 2015) and the success of this induction is under-researched and under-monitored� This is incongruous in the contemporary university sector where limits, measures and required productivity define an academic’s identity and work� Furthermore, little attention is given to how new academics transition into the existing community as individual academics� This has notable implications for ongoing sustainability as proficient scholars� So how do new academics learn about and adjust to the academic domain? In their study of health practitioners, Ennals, Fortune, Williams, and D’Cruz (2015) identified that new academics may encounter an environment where work pressure inhibits mentoring by senior academics and progress is hampered by minimal institutional support for socialisation into the community� Ennals et al�, (2015) refer to induction as focusing on the “doing” of academic work, rather than the “being, becoming and belonging” (p� 5)� Negotiating this academic terrain involves more than understanding roles and responsibilities, for it is the place in which a professional identity is forged� In this presentation, we exploit current literature to cast doubt on how well the university supports new academics� Induction that focuses on the doing of academic work (and the framework of requirements that guide work practices) misses the integral nature of identity formation (becoming)� Secondly, by drawing on a research study that examined how academics navigate the expectations and assessment criteria for being a university researcher, we identify the challenges faced by new academics� Feedback from emerging researchers in the study distinguishes feelings of isolation, working within a ‘fragmented’ environment and reticence to search for support and advice� While furthering an understanding of the complexity of the academic workplace, this New Zealand study identifies potential strategies for clarifying the academic’s place within the university� Further, strategies trialled to scaffold professional and scholarly development in the early stages of becoming an academic – such as peer mentorship – provide suggestions for other universities�
References
− Enals, P�, Fortune, T�, Williams, A�, & D’Cruz, K�
(2015)� Shifting occupational identity: doing, being, becoming and belonging in the academy� Higher Education Research & Development, 35(3), 433-446�
− Nadolny, A� & Ryan, S� (2015)� McUniversities revisited: a comparison of university and McDonald’s casual employee experiences in Australia� Studies in Higher Education, 40(1), 142-157�
− Smith, J� (2010)� Forging identities: The experiences of probationary lecturers in the UK� Studies in Higher Education, 35(5), 577-591�
− Walker, P� (2015)� The globalisation of higher education and the sojourner academic: Insights into challenges experienced by newly appointed international academic staff in a UK university� Journal of Research in International Education, 14(1), 61-74�
Contact: jennie�billot@aut�ac�nz
Later career researchers: clogging the arteries?Gina Wisker Centre for Learning and Teaching, University of Brighton, UK Paper: 30mins This paper focuses on ‘later career researchers’ (defined as 5 years before retirement, and after) whose academic identities, under-recognised and under-researched, offer evidence of both pleasures and paradoxes� As PhD numbers rise and the experienced supervisor pool declines with retirements, my research indicates that while some later career researchers turn from research, devoting more time to family, travel, creative and other pursuits, this is not the case for a vital and essential cadre on whose efforts universities, knowledge creation and exchange rely�
Much research focuses on academic identities (Clegg, 2008; Henkel 2005) particularly career trajectories, risks and support for early career researchers entering volatile contexts of academic research jobs (Castello et al�, 2015)� We know about the tenuousness of roles as adjunct teaching staff, and young scientists and project researchers constantly uprooting and seeking the next postdoc role in international universities, and the increasingly intense pressure to publish while balancing research, teaching and administrative work� However, to date the only focus on later career researchers has been on those undertaking PhDs (Kiley, 2015), and attacks on later career academics suggesting their torpidity clogs the arteries of higher education (Thesis whisperer, 2014)�
The self and researcher-identified later career researchers on which this research focusses are i) in a period of continued high quality research production; ii) focussed on topics of choice; and iii) taking on and maintaining leadership and mentorship roles helping guide and sustain others’ research efforts� Semi-structured, open-ended interviews with later career researchers in social sciences, sciences, arts and humanities (n=12) explores motivation, researcher identity, engagement with research projects, conferences, publications, roles related to research both internal and external, for example whether active as an Emeritus, or consultant, and relationships inside Pa
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or outside university supporting and mentoring early career researchers� Early findings indicate: (a) a sense of freedom from constraints of full-time roles including REF (UK) pressures or a continued engagement with, and contribution to, such measures; (b) intrinsic academic identity as a researcher; (c) enquiring attitudes preceding and lasting beyond formal university appointment; and (d) an appetite to motivate research practices and share research outcomes including writing for publication� For some, an interest in working with, writing with, or in mentoring early career researchers is important� Some act as experienced supervisory leads in new teams, offering essential support and development� Their contribution to the health of research and universities is essential, and rewarding� References
− Anon� (2014) Should older academics be forced to retire? September 10, 2014 Thesis Whisperer http://thesiswhisperer�com/2014/09/10/older-academics-please-retire-now/
− Castello, M�, Kobayashi,S�, McGinn, M�, Pechar, H�, Vekkaila ,J�, & Wisker, G� (2015)� Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career� Frontline Learning Research, 3(3), 39-54�
− Clegg, S� (2008)� Academic identities under threat� British Educational Research Journal, 34(3), 329-345�
− Henkel, M� (2005)� Academic identity and autonomy in a changing policy environment� Higher Education, 49(1), 155-176�
− Kiley, M� (2015)� Advantages and challenges of mature-age, and often part-time, doctoral candidates� University of Brighton, September 2015�
Contact: g�wisker@brighton�ac�uk
Session 2A: 9.00-10.30am ROOM 102 DAVID HARLAND
Rendering the pleasures and paradoxes of academic life: using images and prose to speak back to the measured universityCatherine Manathunga, Mark Selkrig, Kirsten Sadler & Kim KeamyCollege of Education, Victoria University, Australia Performance: 60mins
Universities in the 21st century have become captive sites of ‘cybernetic capitalism’ (Peters, 2015:10)� Universities produce consumable knowledge for transnational corporations and flexible, knowledge worker-entrepreneurs� Universities have become colonised by ‘electronic circuits based on mathematical algorithms’ that enable the production of learning analytics (Peters, 2015:21)� Measurement of academic work has become more significant than the intellectual, pedagogical, cultural, political and social practices academics and students engage in� This creates a number of paradoxes
for academics� They experience a growing sense of disconnection between their desires to develop engaged, disciplined and critical citizens and the activities that appear to count in the entrepreneurial university� These activities include the endless completion of spreadsheets, the continuous [re]entry of existing publication data, the sweating over dashboards of student satisfaction� The automated university operates as though academics are technical functionaries employed to enter, interrogate and justify measurements of academic ‘performance’� Because measurement discourses preclude the possibilities of human emotion and hinder intellectual labour, we embarked on an arts-informed research project (Butler-Kisber, 2010)� We invited our colleagues in the College of Education at Victoria University to use images and text to construct postcards about their academic work� We were seeking to reconnect with ‘the heartland’ of academic work; its emotions, passions and poetics� From these postcards, we constructed poster-size collages of Teaching, Research and Community Engagement and displayed them in prominent locations around our Faculty� In this 60 minute performance and participatory session, we will draw on elements of reader’s theatre, or ‘data as drama’ (Donmoyer & Yennie-Donmoyer, 1995:402), to provide critical illustrations of the subversive potential offered by the images and prose of our colleagues� We use this dramatic form to provoke the emotions and analytical reactions of our audience� These reactions will be used as a basis for a ‘Visual Portraits’ activity that gives the audience with an opportunity to ‘draw out’ visual imagery and some text about an aspect of their academic work in order to [re]present emotions and academic identities (Löfström & Nevgi, 2014; Weber & Mitchell, 1996)� We will share the ‘portraits’ with the group� The three presenters will act as sensitive, supportive curators throughout this event�
References
− Butler-Kisber, L� (2010)� Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives� London: Sage�
− Donmoyer, R� & Yennie-Donmoyer, J� (1995)� Data as Drama: reflections on the use of readers’ theater as a mode of qualitative data display� Qualitative Inquiry, 1(4), 402-428�
− Löfström, E� & Nevgi, A� (2014)� Giving shape and form to emotion: using drawings to identify emotions in university teaching� International Journal for Academic Development, 19(2) 99-111�
− Peters, M� (2015)� The university in the digital epoch: fast knowledge in the circuits of cybernetic capitalism� In P� Gibbs, O� H� Ylijoki, C� Guzmán-Valenzuela & R� Barnett (Eds�), Universities in the flux of time (pp� 9-31)� London: Routledge�
− Weber, S� & Mitchell, C� (1996)� Drawing ourselves into teaching: studying the images that shape and distort teacher education� Teaching and Teacher Education, 12(3), 303-313�
Contact: catherine�manathunga@vu�edu�au
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Encountering and embracing self in academic inquiryDavid Wright, Susanne Gannon & Dorian StoilescuSchool of Education, Western Sydney University, Australia Paper: 30mins
The research process is constructed systemically, through networks of relationship and commitment� These can be understood, in social-ecological terms as encounters between the self, society, the physical world and the world of ideas and imaginings (Wright, Camden-Pratt, Hill, 2011)� It is in these inherently complex encounters, within moments of vulnerability, that potential for ‘perspective transformation’ arises (Mezirow & Assoc�, 2000; Newman 2016)� Subject matter, researchers and research subjects are entwined and co-implicated within such inquiry processes (Van Manen, 1990)� This leads to what Capra, drawing on Maturana and Varela (1987) describes as ‘a continual bringing forth of a world through a process of living’ (Capra, 1996: 260)� Instead of the objective documentation of things and people pre-existing in the world, any such research process becomes a deeply embodied occasion for systemic learning that changes the ways we reflect upon our selves and our subject matter: perspective transformation (Dirkx, Mezirow & Cranton, 2006; Pryer, 2011)�
In this paper we, the researchers, reflect upon personal learning arrived at during research into the experience of disadvantaged students� The merits of our learning, as a consequence of this experience, need to be assessed first and foremost, from the perspective of the participants� Given that others can only perceive it through their own experience, how do we, as participants in the process, experience anew our relationships to our subject matter and each other? How can ‘perspective transformation’ be known and, if it can be known, how can its impact be captured and communicated? How can it be addressed as ‘learning’?
References
− Capra, F (1996)� The Web of Life� London UK� HarperCollins�
− Dirkx, J�, Mezirow, J� & Cranton, P� (2006)� Musings and Reflections on the Meaning, Context, and Process of Transformative Learning: A Dialogue Between John M� Dirkx and Jack Mezirow� Journal of Transformative Education 4(2), 123-139�
− Maturana, H� & Varela, F� (1987)� The Tree of knowledge� Boston MA: Shambhala�
− Mezirow, J� & Associates (2000)� Learning as transformation� San Francisco CA: Jossey Bass
− Newman, M� (2016)� Eloi, Morlocks, Metropolis, and the touch of a sorcerer’s wand: The pleasures and perils of writing about adult Education� Journal of Transformative Education, 14(1), 3-9�
− Pryer, A� (2011)� Embodied wisdom� Charlotte, NC� Information Age Publishing�
− Van Manen, M� (1990)� Researching lived experience� Albany NY� SUNY Press�
− Wright, D� Camden-Pratt, C� & Hill, S� (Eds�) (2011)�
Social Ecology: Applying ecological understanding to our lives and our planet� Stroud UK� Hawthorn Books
Contact: david�wright@westernsydney�edu�au
Session 2A: 9.00-10.30am ROOM 105 IAN CALLINAN
The power of collaboration: Team supervision of doctoral studentsMargaret Robertson Education, La Trobe University, Australia Paper: 30mins Team supervision of doctoral students has become widespread practice in Australian universities� This has been driven by concerns about student support in traditional dyadic models, completion rates and time to completion� With a focus on the metrics of completion rates and completion times rather than the quality of theses or indeed on the quality of the learning experiences, the current discourse in doctoral studies is dominated by neoliberal paradigms� In response to policy changes that require at least two supervisors for a doctoral student, supervisors have been experimenting with various modes of team supervision (Guerin, Kerr, & Green, 2015)� The modes emerge in response to both student needs and available resources creating a panoply of variations� One team mode has been identified as horizontal (Guerin, Green, & Bastalich, 2011)� Without the power relationships embedded in hierarchical modes, power is shared more equitably, with team members exercising power in different ways at different times� The horizontal collaborative team mode (Robertson, 2015) of supervision are implicitly resistant to neoliberal compulsion to quantify input to set against Key Performance Indicators� While there remains an administrative requirement to nominate the Principal supervisor, the responsibility of supervision is shared equally within the team� This however, does not mean that the workload is halved� In a recent qualitative study into team supervision in Australia, it was found that team supervision increased the workload but this was offset against a perception by supervisors that there were also significant gains� These gains were noted as being an opportunity to grow intellectually through a stimulating discussion format of team meetings and consciousness of self-regulation through a team context� Doctoral students and supervisors believed that their agency was fostered individually and as a team in this mode of supervision� The perceived benefits for supervisors and students speaks more to humanist discourses of identity and agency which defy measurement, in resistance to neoliberalist account keeping�
References
− Guerin, C�, Green, I�, & Bastalich, W� (2011)� Big love: Managing a team of research supervisors� In V� Kumar & A� Lee (Eds�), Doctoral education in international context: Connecting local, regional & global perspectives (pp� 138-153)� Kuala Lumpur: UPM Publisher�
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− Guerin, C�, Kerr, H�, & Green, I� (2015)� Supervision pedagogies: Narratives from the field� Teaching in Higher Education, 20(1), 107-118�
− Robertson, M� (2015)� Understanding ‘team’ in team supervision of doctoral students� Paper presented at the AARE, Fremantle�
Contact: mj3robertson@students�latrobe�edu�au
Supervision By Numbers: The Social Imaginary of Quantity and Quality in Higher Degree ResearchLiam Grealy1 & Tim Laurie2 1Department of Gender and Cultural Studies, The University of Sydney, Australia2Screen and Cultural Studies, The University of Melbourne, Australia Paper: 30mins
The higher degree research (HDR) supervision relationship has come under recent academic scrutiny as both an ethical site and an instrument by which students should be situated in various learning communities (Halse and Bansel, 2012; Boud & Lee, 2005)� This has occurred alongside increasing attention paid to HDR student completion rates, graduate outputs, and strategies for professionalisation� As part of efforts to formalise supervision training, many Australian universities have sought to better align supervisors’ practices with desired outcomes for supervisees, understood primarily – although not exclusively – through quantitative metrics� Thus the supervisor operates as both a protective buffer between the institution and the supervisee, and as an important node through which supervisees learn which measurements matter and why�
This paper examines the significance of the turn to measurement in both how we learn to supervise and notions of good supervision� First, we consider the means by which early-career academics learn to supervise (Barcan, 2015)� We contend that much of this learning occurs outside formal supervision training and instead via forms of minor speech – such as cliché, gossip, and anecdote� Such speech acts and their social relations are difficult to measure, but they are central to tacit learning about good supervision, and to the construction of communities on which supervision depends (Eraut, 2000)� Second, this paper considers how the shift towards quantification bears on HDR supervision� Statistical knowledge about student populations, departmental ERA scores, and institutional diversity (e�g� LSES participation) circulate through and are mediated by social relationships – protective, critical, and empowering (Connell & Manathunga, 2012)� The measurement of postgraduate advancement and success should not be simplistically rejected; indeed, such formalisation has provided protection against negligent supervision itself� Further, quantified knowledge can provide useful counterpoints to anxiety-producing narratives that circulate through minor speech practices above, providing insight into forms of systemic discrimination across higher education� This paper therefore argues that while we need to remain critical of forceful efforts to quantify research higher degree learning
and supervision relationships, the tenacity of quantitative rankings and evaluation tools across the university sector continues to shape cultural narratives about academic success and failure� These narratives, in turn, can profoundly shape social relationships with universities themselves�
References
− Barcan, R� (2015)� Learning to be an academic: Tacit and explicit pedagogies� In G� Noble, M� Watkins, & C� Driscoll (Eds), Cultural Pedagogies and Human Conduct (pp� 129-143)� Abingdon: Routledge�
− Boud, D� & Lee, A� (2005)� “Peer learning” as pedagogic discourse for research education� Studies in Higher Education 30(5), 501-516�
− Connell, R� & Manathunga, C� (2012)� On doctoral education: How to supervise a PhD, 1985-2011� The Australian Universities’ Review, 54(1), 5-9�
− Eraut, M� (2000)� Non-formal learning and tacit knowledge in professional work� British Journal of Educational Psychology, 70(1), 113-136�
− Halse, C� & Bansel, P� (2012)� The learning alliance: Ethics in doctoral supervision� Oxford Review of Education, 38(4), 377-392�
Contact: liam�grealy@sydney�edu�au The measured practices of doctoral supervisionBarbara M� Grant School of Critical Studies in Education, The University of Auckland, New Zealand Paper: 30mins In this paper, I explore the ways in which measuredness matters for the work of doctoral supervision� My exploration is informed by spending a working day with each of 10 academic informants in the Arts, Humanities and qualitative Social Sciences, followed by a collective four-day retreat� During these events, I collected diverse data including photographs, observations, artefacts, fieldnotes and sketches, along with audiotaped conversations between me and the informants, singly and in groups� In my discussion, I am interested in how academics think and/or feel their doctoral supervision work is measured by others – such as students, colleagues, their head of department� I am also interested in what efforts they have undertaken to measure their own supervision performance, as is increasingly called for, especially in relation to making applications for promotion or for supervision excellence awards� And I am interested in whether and how academics might consciously measure out their effort in relation to this valued aspect of their workload� Finally, I seek to understand how and why they might resist some or all of these forms of measurement� Measurement practices inevitably involve “inscription devices” that enable the production of messages or “traces, out of materials that take other forms” (Law, 2004:20�) In studying the culture of US science laboratories in the 1970s, Bruno Latour and Steve Woolgar came to argue that such devices produce particular realities that we call scientific knowledge (cited in Law, 2004:19)� Following their line of critical inquiry, I
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am interested to ask how the measurement of supervision, which will depend upon particular inscription devices, might construct certain kinds of knowledge as the truth/s of supervision� Broadly, I am interested in exploring these matters in order to understand better the possibilities that different practices of measurement offer for experiencing and knowing the self and other of supervision as well as for “activating new relational fields” (Springgay, 2015:77) between supervisor/s, student, and other agencies� My analysis will be informed by recent posthuman theorising of education, which decenters the coherent agency of the human individual as well as the fantasy of linear progress towards human transcendence in favour of more fragmented, rhizomatic and contextualised understandings of who we are and how we navigate our worlds�
References
− Law, J� (2004)� After method: Mess in social science research� Abingdon Oxon: Routledge�
− Springgay, S� (2015)� “Approximate-rigorous-abstractions”: Propositions for activation for posthumanist research� In N� Snaza, & J� A� Weaver (Eds�), Posthumanism and educational research (pp� 76-88)� London & New York: Routledge�
Contact: bm�grant@auckland�ac�nz
Session 2A: 9.00-10.30am ROOM 107 TRESS COX LAWYERS
Unmeasurable Education and Collaboration on campus: The Residential College and other examples of less formal University EducationJack Tan Whitley College, The University of Melbourne, Australia Roundtable: 60mins In a recent campaign of The University of Melbourne, the Vice Chancellor stressed the importance of a collaborative way of education: “Universities bring brilliant people together who collectively advance knowledge, mould our societies and change the way we understand the world…These movements come not just from the lecture theatres and laboratories inside universities, but from the nature of universities as places where young people live, love, socialise, compete, debate, make friends and set their path in life” (Davis, 2015) (my italics)� The second part of this statement makes clear that university education can occur beyond formal instructional settings, particularly within sites that bring bright minds closely together�
In this roundtable, I invite participants to consider examples of less formal education and collaboration on university campuses� The quality and nature of such collaborations are often difficult to measure� What are our narratives of people coming together within the university in pursuit of a shared educational goal and how successful are they? I argue that the Residential College, which brings university administrators, faculty and students together, living within a common space, is an ideal site for
collaborative education, often in a less structured setting� The residential college contributes to positive experiences of education within a large and potentially depersonalised university� By “[scaling] the larger university down to a more manageable size” (Nelson, Johnson, & Boes, 2012) and encouraging “educational intimacy of teacher and student” (Powell, 1998), the residential college is a model of collaborative education within the university�
Gert Biesta (2010) argues that we are moving towards a “learnification of education”, where “learning” is an individualistic concept and more measureable (thus often more valued) while “education” always implies a relationship� I argue that the residential college, by bringing different education players together, fosters important but unmeasurable relationships in education�
What are other unmeasurable, and thus often unnoticed examples of informal education and collaboration within the measured university?Mark B� Ryan asserts that the university residential college allows “the meeting of two ideational worlds: of intellectual tradition and refined concepts on the one hand, and the feelings, concerns, moods…of undergraduates on the other”� How can we ensure that “measurable” intellectual concepts and “unmeasurable” relationships are both valued in the modern university?What might be some ways we can attempt to “measure” the nature of informal education and collaboration within the university so that this kind of education becomes more recognized? Or is this a futile exercise?
References
− Biesta, G� (2010)� Good education in an age of measurement: Ethics, politics, democracy� Paradigm Publishers�
− Davis, G� (2015)� Where Great Minds Collide: How do Universities achieve all they do? Retrieved from http://collision�unimelb�edu�au/#layer-vc-message
− Nelson, S�, Johnson, L�, & Boes, L� (2012)� In practice: Harvard houses: The value of the tutorial system� About Campus, 17(2), 22-25�
− Powell, D� (1998)� A Case for the Value of Residence in Australian University Education� Trinity College, University of Melbourne�
− Ryan, M� B� (2001)� A collegiate way of living: Residential colleges and a Yale education� Jonathan Edwards College, Yale University�
Contact: jacktan@whitley�unimelb�edu�au
Student Mentoring Identities on Film –the pleasures and risks of a collaborative non-curricular projectPaola BilbroughAcademic Support and Development, Victoria University, Australia
Paper: 30mins
In this presentation, I offer an autoethnographic account of a collaborative promotional video project initiated by a small group of Student Mentors at Victoria University
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(Melbourne)� In this account, I also offer the perspectives of the students I collaborated with� In the last decade, student mentoring programs have gained in popularity at Australian universities and are widely acknowledged as making a contribution to student engagement and improved academic performance, as well as providing students with employment opportunities (Chahal, 2015; McCormack et al�, 2010)� In the context of the measured university, this ticks a number of boxes� However, drawing upon Meyer and Land’s (2005) notion of “threshold concepts” and “troublesome” areas of knowledge, I suggest that student mentoring also operates in a “liminal” space in the university, which is creative, counter-hegemonic and not always fully understood, even by those directly involved� Biesta (2014) argues that the standardization of education inhibits creativity, however student mentoring can provide unexpected learning opportunities for staff and students that are not necessarily attached to pre-ordained curriculum� The promotional video project I undertook with student mentors at Victoria University offers an example of this�
As an academic staff member of Students Supporting Student Learning (SSSL), and a documentary practitioner, my role was to mentor the student mentors� Initially I hoped that the project might involve first year students from a digital video unit� However this was not possible within the “measured university”, as although the project offered video students an opportunity to hone their filmmaking skills and collaborate with students from other disciplines, it did not fit the curriculum� Despite this setback the project gained momentum unexpectedly attracting the input of other staff and student mentors� As documentary filmmaker di Tella (2012:40) comments, mistakes can be eloquent: “the failure of a project, or the mistake of an idea crashing against reality, can express the truth of that idea or the reality of that project”� Via operating outside the standardised curriculum, the video project provided both frustration and pleasure for those involved and grew from one video to three with no pre-ordained educational outcomes� As such it challenged expectations of traditional teaching/learning and employer/employee relationships allowing Student Mentors and me to critically reflect on dominant institutional paradigms and on our own identities within the academy and beyond� The students who participated in the video project felt that the “troublesome”, frustrating nature of the project was intrinsic to its worth� Not only was there uncertainty about the end result, their own roles in making the films were also uncertain and “liquid” (Meyer & Land 2005)�
References
− di Tella, A� (2012)� The curious incident of the dog in the night-time� In A�S� Lebow (Ed�), The Cinema of Me: The Self and Subjectivity in First Person Documentary (pp� 33-43)� New York: Columbia University Press�
− Biesta, G� (2014)� The beautiful risk of education� Boulder Co: Paradigm Publishers�
− Chahal, D� (2015)� The Student Rover Mentor Program: Inclusion, satisfaction and perceived impact� Journal of Academic Language & Learning, 9(2), 46-61�
− McCormack, R�, Pancini, G�, & Tout, D� (2010)� Learningful work: Learning to work and learning to learn� International Journal of Training Research, 8(1), 40-52�
− Meyer, J H F & Land, R� (2005)� Threshold Concepts and Troublesome Knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning� Higher Education, 49(3), 373-388�
Contact: paola�bilbrough@vu�edu�au
Session 2B: 2.00-3.30pm
ROOM 100 HICKSONS
Academic writing and the utopia of ordinary habitJames BurfordFaculty of Learning Sciences and Education, Thammasat University, Thailand Paper: 30mins
What does academic work feel like in the measured, neoliberal university? Across critical studies on academic identity, labour and wellbeing, researchers have identified something of a ‘deep, affective, somatic crisis’ that ‘threatens to overwhelm’ academic workers (Burrows, 2012:355)� According to Gill (2010) the new ‘ordinary and everyday’ affects of the contemporary university are fairly grim, and include exhaustion, stress, overload, anxiety, shame, and aggression� In her memoir on academic life, the cultural studies theorist Ann Cvetkovich (2012) evokes her own experience with depression, and documents attempts to survive amidst the challenges of everyday (academic) life under neoliberalism�
In this paper, I take accounts of feeling bad in the academy seriously, and try to make sense of an academic present where depression has become increasingly ordinary� Researchers have also begun to explore what may be causing this apparently collective low mood� According to Burrows (2012), the increasing ‘metricization’ of a host of academic practices, including research and writing has something to do with it� Bibliometric measures like the ‘h-index’ and ‘impact factor’ purport to measure the quality of writing – but as Elizabeth and Grant (2013) argue, these measures can have worrying impacts upon the ‘spirit of research’, and the spirits of researchers� Under the gaze of measurement it seems that the experience of writing as a meaningful, and pleasurable practice, is sometimes more difficult to grasp� Clearly then, the practice of writing may be associated with the internalization of disciplinary norms and the prospect of compliance and docility� However, in this paper I am interested in locating some more reparative approaches to understanding academic writing� I return to Cvetkovich’s (2012) work on depression to explore how the practice of writing might be understood through the lens of the ‘utopia of everyday habit’� As popular books – such as The Artist’s way, Writing Down the Bones, and Bird by Bird – teach us, writing can exceed ideas of measurement and ‘impact’� Writing can also be viewed as
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a spiritual and creative practice, especially when process takes precedence over product� This paper considers how the practice of writing, as an ordinary and creative ‘habit’ might address the depressed mood of academia� Could creative, process-led approaches to writing offer pathways of survival, or even more? This is a resolutely political question, inviting contemplation about not only the politics of movements that might oppose the creep of neoliberalism, but also the politics of the everyday movements of the academic body itself (Cvetkovich, 2012)� References
− Burrows, R� (2012)� Living with the h-index? Metric assemblages in the contemporary academy� The Sociological Review, 60(2), 355-372�
− Cvetkovich, A� (2012)� Depression: A public feeling� Durham & London: Duke University Press�
− Elizabeth, V�, & Grant, B� (2013)� ‘The spirit of research has changed’: Reverberations from researcher identities in managerial times� Higher Education Research & Development, 32(1), 122-135�
− Gill, R� (2010)� Breaking the silence: The hidden injuries of the neoliberal university� In R� Ryan-Flood & R� Gill (Eds�), Secrecy and silence in the research process: Feminist reflections (pp� 228-244)� Oxon: Routledge�
Contact: jburford@tu�ac�th
Writers in retreat: Conflicted knowledge workers, shifting identities and changing relations in the new enterprise universitySally Knowles Office of Research and Innovation, Edith Cowan University, Australia Paper: 30mins This paper calls into question the effects of managerial techniques used for ‘cajoling’ writing to meet research performance objectives� It provides a counter-narrative to prevailing neo-liberal policy discourses that focus on products and the quantification of knowledge production� Indeed, Shore (2008) contends that when professionals are incentivised and measured their sense of professional autonomy is eroded, and ambition demotivated� To respond to the unintended effects of these practices of ‘metrification’, my paper discusses initiatives being devised to meet the demands of the current environment by assisting university staff with heightened performance expectations� In response to this new context, I am interested to examine what new forms of identity construction are required to negotiate academic work-life in a highly competitive environment in which only a few can ever be deemed ‘successful’ or ‘productive’ or ‘winners’ in the narrow ways ‘ideal’ academic identities are being conceived�
Drawing on data which is collected as a normal part of work practice from ongoing writing retreats for Australian universities (Knowles, in press), and observations as a writing retreat facilitator, I argue that retreats enhance the pleasures of academic life by being less entangled in
intensive managerial control practices� I chart researchers’ resistance and creative responses to instrumentalist discourses and disciplinary technologies and elaborate the ways retreats can empower and enable researchers to believe in the value of their work outside of a ‘publish or perish’ mentality and provide safe havens for pressured knowledge workers� The retreat ethos (Knowles & Grant, 2014) has distinctive features that actively seek to disrupt institutional messages that brand researchers as institutional ‘winners’ or ‘losers’� The provocative term ‘institutional loser’ signals the unintended and contradictory effects of the ‘audit culture’ in which loss and unworthiness are inevitable by-products in such high stakes contexts� Rachel Cockburn of the Royal Central School of Speech and Drama, University of London hosted the symposium on ‘The institutional loser” in November 2013 and drew attention to this term that refers to the contemporary academic who faces a barrage of benchmarks and forms of standardisation� It also alludes to someone who is deemed to fail at an activity or who suffers loss� To conclude, I argue that when writers are ‘in retreat’ from their institutions, perceptions of the ‘ideal’ or ‘perfect’ academic as a pervasive binary concept can be shifted, new enterprises can emerge and the institution is refreshed and reinvigorated�
References
− Knowles, S� S�, & Grant, B� M� (2014)� Walking the labyrinth: The holding embrace of academic writing retreats� In C� Aitchison & C� Guerin (Eds�), Writing groups for doctoral education and beyond: Innovations in theory and practice (pp� 110-127)� London: Routledge�
− Knowles, S� S� (in press)� Communities practising generous scholarship: cultures of collegiality in academic writing retreats� In J� McDonald & A� Cater-Steel (Eds�), Implementing Communities of Practice in Higher Education - Dreamers and Schemers� Singapore: Springer�
− Shore, C� (2008)� Audit culture and Illiberal governance: Universities and the politics of accountability� Anthropological Theory, 8(3), 278-298�
Contact: S�Knowles@ecu�edu�au | Twitter: @SallySKnowles2
Session 2B: 2.00-3.30pm
ROOM 102 DAVID HARLAND
The student experience of online learning: Implications for academic work and identityCraig Deed, Scott Alterator, Narelle Lemon & Rebecca MilesSchool of Education, La Trobe University, Australia
Paper: 30mins One gauge of quality in higher education is the measurement of overall student satisfaction� The results of national surveys of student experience are frequently used to rank and benchmark institutions (Shah & Richardson, 2015)� In order to improve satisfaction metrics, universities attempt to transform academic staff practice� These strategies include increased emphasis on design of Pa
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teaching activities and assessments, including expansive use of technology (Shah & Richardson, 2015)� Yet, while managerial imperatives fuel the movement of teaching online, academic staff are often at a formative stage of building practice knowledge for working effectively in technologically-mediated environments (Hanson, 2009)� This tension is the basis for the question examined here – what are the implications of measuring student satisfaction of online learning environments for academics’ work and identity? In order to drill beyond the single measure of overall satisfaction, a word/phrase analysis was conducted of the 2015 Student Experience Survey� At our university, this survey was completed by 6067 students of which 4704 included some manner of qualitative response to two questions: (i) best aspects of your course, and (ii) aspects that require improvement� Our analysis focused on words or 2-3 word sequences that were near the key word ‘online’ (n = 400)� The analysis was not concerned with identifying best aspects or those requiring improvement; rather it was focused on typifying student expectations associated with online teaching and learning� The analysis characterised five themes related to expectations associated with the online student learning experience: (1) personalised learning; (2) expertise of academic teaching staff; (3) learning environments; (4) pedagogy for online teaching and learning; and (5) communities of learning� The interactions between these themes inform a complex model of potential changes to work and identity of academic staff, including: interdisciplinary entrepreneurship, packaging of information into interchangeable modules e�g� MOOCs and iTunesU; working in a virtual campus environment; using market and data analytics to personalise and monitor the student learning experience; controlling assessment but affording a range of differentiated, connected, and open learning activities; competent use of multi-media to represent and communicate knowledge; working in a team including educational designers, curriculum developers and technologists; and self-promotion, presence and interactivity in formal and informal learning and social-media environments� As noted by Trede, Macklin, and Bridges (2012) new contexts provide considerable scope for transition and adaptation to beliefs and values, individual and social working practices, expertise and knowledge generation and application� Our model of change to work and identity identifies a number of constitutive market-driven elements that are driving current and future changes to academic teaching practice in online learning environments� Whether these changes will result in changes to student satisfaction metrics is one question to be examined as part of consideration of the implications of this process�
References
− Hanson, J� (2009)� Displaced but not replaced: the impact of e-learning on academic identities in higher education� Teaching in Higher Education, 14(5), 553-564�
− Shah, M�, & Richardson, J� T� E� (2015)� Is the enhancement of student experience a strategic priority in Australian universities? Higher Education Research & Development, 1-13� doi: 10�1080/07294360�2015�1087385
− Trede, F�, Macklin, R�, & Bridges, D� (2012)� Professional identity development: A review of higher education literature� Studies in Higher Education, 37(3), 365-384�
Contact: c�deed@latrobe�edu�au Measuring international students’ plagiarism in a private HE provider pathway programLouise Kaktins Education, Macquarie University, Australia Paper: 30mins Australian universities are grappling with the challenge of plagiarism among students, particularly international students, with a reliance on anti-plagiarism software such as Turnitin to address the problem� Measuring plagiarism in this way has limitations, with consequences for the academic identities of international students� Two schools of thought have emerged regarding plagiarism detection software� One highlights the negative, classifying it as “plagiarism police” (Levin, 2006) and demonstrating the adverse effects on student learning (Hayes & Introna, 2005); the other, its positive use within a pedagogical framework to enhance students’ academic integrity (Davis & Carroll, 2009)� In practice, the aims and impacts of such software can be at odds� Academics are reluctant to encourage student obsession with similarity percentages to the detriment of genuine academic writing skills� However, higher education providers increasingly view clear-cut metrics as attractive (and easily implemented) solutions to a deeply complex and widespread phenomenon� This is particularly the case for private providers, who often have to deal with arbitrary and inflexible limits (such as a maximum of 8% Turnitin score) set by university management� Learning is enmeshed in a context of quantified criteria, simplistic checklists, and scaffolds so that students become conditioned to viewing such measures as ends in themselves and may lose sight of their role as mere (formative) transitional aids on the road to internalising academic cultural norms� Clear-cut and short term technological solutions to plagiarism offered by Turnitin fail to take into account international student conceptions of academic identity�
In a study of plagiarism among international students at a private higher education provider in Sydney, students report substantial differences in attitudes to plagiarism between home country and Australian education and describe the challenges in acclimatising to Western academic values� International students are on a challenging learning trajectory when they enter higher education� As “apprentice” researchers (McGowan, 2006), it is clear they will make mistakes initially but improve as they progress in their academic work� This learning process should not be distorted by the negative impact of inflexible and rigid institutional uses of Turnitin scores� This paper addresses the theme of changing identities in the measured university by considering the role plagiarism metrics play in developing international students’ academic identities� It will be of particular interest to those who utilise plagiarism-limiting technologies but question their pedagogical effects�
References
− Davis, M� & Carroll, J� (2009)� Formative feedback within plagiarism education: Is there a role for
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text-matching software? International Journal for Educational Integrity, 5(2), 58-70
− Hayes, N� & Introna, L� (2005)� Systems for the production of plagiarists? The implications arising from the use of plagiarism detection systems in UK universities for Asian students� Journal of Academic Ethics, 3, 55-73�
− Levin, P� (2006) Why the writing is on the wall for the plagiarism police� Retrieved 14 December, 2015 from http://student-friendly-guides�com/wp-content/uploads/Why-the-Writing-is-on-the-Wall�pdf
− McGowan, U� (2006)� Plagiarism framework: Student as apprentice researcher� Centre for Learning and Professional Development, University of Adelaide� Retrieved October 29, 2009 from http://www�adelaide�edu�au/clpd/plagiarism/staff/downloads/06_UM_plagiarism_framework�pdf
Contact: louise�kaktins@mq�edu�au
Putting a percentage on honesty: a pragmatic, ethics-based response to teaching in the age of Turnitin®Jennifer Smith-Merry Faculty of Health Sciences, The University of Sydney, Australia Paper: 30mins This paper draws on my ongoing work on the development of a practical ethics of academic honesty� Turnitin® and similar plagiarism detection tools such as Urkund® are disruptive technologies which have fundamentally changed teaching practices within universities� Plagiarism detection software are now compulsory technologies within many Australian universities, making discussions about their use core to curricula design� The use of these technologies and interpretation of their outputs is marketed as seemingly straightforward however the reality is not necessarily so� Student assignments submitted through Turnitin® result in the production of a ‘content comparison’ score presented as a percentage which is provided to unit coordinators and sometimes students� This is useful as an indicator of potential plagiarism in an assignment but is not an indicator of plagiarism itself� This division is often confusing for both staff and students who come to rely on the percentage score as a direct indicator of the extent of plagiarism� Students find it difficult to understand what level of score is enough to tip them over the edge into plagiarism (Dahl, 2007) – a confusion shared by academic staff (Bruton and Childers, 2015)� Some universities allow students to see their Turnitin® score and then re-upload their assignments with plagiarism levels reduced – a problematic practice teaching students to write to the Turnitin® score rather than principles of good academic writing(Jameson, 2009)� Text matching software has also been critiqued because it has become the institutional antidote for academic dishonesty but does not address ghost writing and other types of cheating that are harder to catch (Brabazon, 2015; Bruton and Childers, 2015)� From an ethical perspective it is perceived as a breach of the principle of trust and consequently several authors have called for the use of Turnitin® to be abandoned and replaced by approaches which variously refocus learning and teaching on trust, ‘authorial identity’ and skill-building (Brabazon, 2015;
Townley and Parsell, 2004)�
This paper uses ethical theory to reflect on my own experiences as Faculty lead for academic honesty and a review of current literature on text matching software� I propose a new ethics of academic honesty based on the concept of virtue ethics� This approach does not do away with Turnitin® but develops a more nuanced approach to its use which encourages both students and staff to draw on their own academic judgements to interpret its scores� My presentation starts a conversation by sketching out a practical approach to the implementation of this approach�
References
− Brabazon, T� (2015)� Turnitin? Turnitoff: the deskilling of information literacy� Turkish Online Journal Distance Education, 16(3),13-32�
− Bruton, S�, & Childers, D� (2015)� The ethics and politics of policing plagiarism: a qualitative study of faculty views on student plagiarism and Turnitin®� Assessment & Evaluation Higher Education, 41(2), 316-330�
− Dahl, S� (2007)� Turnitin® The student perspective on using plagiarism detection software� Active Learning Higher Education, 8(2), 173-191�
− Jameson, S� (2009)� Turnitin: An academic’s perspective� Journal of Hospitality, Leisure, Sport and Tourism Education, 8(2), 157-166�
− Townley, C�, & Parsell, M� (2004)� Technology and academic virtue: Student plagiarism through the looking glass� Ethics Information Technology, 6(4), 271-277�
Contact: jennifer�smith-merry@sydney�edu�au
Session 2B: 2.00-3.30pm
ROOM 105 IAN CALLINAN
Getting the measure of doctoral curriculum: A response to access and equity?Tai Peseta1, Simon Barrie2, Mark Barrow3, Barbara M� Grant4, Frances Kelly4, Lisa Lucas5, Sheila Trahar5, Jeff Jawitz6 & Lucia Thesen6 1Educational Innovation, The University of Sydney, Australia 2Office of PVC Learning Transformations, Western Sydney University, Australia 3Faculty of Medical and Health Sciences, The University of Auckland, New Zealand 4Faculty of Education and Social Work, The University of Auckland, New Zealand 5Graduate School of Education, University of Bristol, UK 6The University of Cape Town, South Africa Symposium: 90mins While debates about access and equity in undergraduate education have been ongoing for some time, a comparable agenda is only just emerging for research, including doctoral, education� In analysing the UK scene, McCulloch and Thomas (2013) outline three reasons: first, the rise of the undergraduate degree as the new minimum-entry qualification for work is pushing the expansion of
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postgraduate education as a ‘point of difference’ for employability; second, universities are recognising the vital contribution research students make to national research quality assessment exercises; and third, governments see the creation of new knowledge as central to flourishing economies� McCulloch and Thomas (2013) argue that, taken together, these three impulses are drawing attention to critical questions about who is accessing research education and the barriers to succeeding� In South Africa, while Herman (2011) notes a national agenda to increase doctoral education enrolments fivefold – particularly the enrolment and graduation of under-represented and black students – the development of a pipeline of such students is an ongoing challenge�
Among equity scholars, the tendency “to see equity in terms of just access, rather than to consider what is being accessed” (Gale, 2014:5, our italics) provoked us to scrutinize doctoral education through a different kind of access and equity lens� Rather than focusing on student identities per se, or the strategies of affirmative admission that institutions have typically designed to address and measure access and equity, we focus on questions of curriculum� While the phrase ‘doctoral curriculum’ is no longer so unusual (Green, 2012), the two terms – ‘doctoral’ and ‘curriculum’ – remain in productive tension�
Our symposium presents insights from a project funded by the World-wide Universities Network entitled Challenges of access and equity: The higher education curriculum answers back� In four research universities, we examined how understandings of access and equity have driven decisions about doctoral curriculum; if and how that curriculum is being redesigned in response to those understandings; and how the people responsible for doctoral education in universities understand their role in relation to access and equity� We present four site-based papers exploring how these matters have played out� Our ambition is not so much to offer an account of the measurement of access and equity in doctoral education, which might be taken as impulse of the measured university� Rather, we offer an appraisal of the kinds of curriculum measures that have been proposed by governments and institutions as a response to the need for access and equity at the highest level of a university education�
Disturbing the surface of curriculum: Looking for access and equity in doctoral education in Aotearoa/New Zealand Barbara M� Grant, Mark Barrow & Frances KellyOur paper draws on critical policy analysis of government and institutional documents and transcribed interviews with four academic ‘experts’� There is limited evidence of any doctoral curriculum measures premised on access and equity apart from gestures towards the importance of making space for mātauranga Maori and Maori research� While the latter is a function of the status of the Treaty of Waitangi, it represents a disturbance in the surface of traditional academic curriculum that may ripple unpredictably beyond its starting point�
Broken pipelines? The promise of access and equity in the South African PhD Lucia Thesen & Jeff Jawitz
We critically examine how the notion of a PhD ‘pipeline’ plays out in a well-established equity programme� We situate this programme in an analysis of national and institutional redress policies to increase the number of historically excluded – particularly black – students� Interviews with recently graduated PhDs highlight the limitations in the technicist-rationalist discourse that underpins the pipeline metaphor� The analysis points to tensions such as the relationship between the co-curriculum of the equity programme and the discipline, and how the research focus itself both enables and constrains the emerging PhD subject� We also suggest alternative ways of framing the problem�
Interrogating the thesis abstract as curriculum: the problem of knowledge in discourses of access and equity Tai Peseta & Simon BarrieWe interrogate the doctoral curriculum through the lens of a key artefact of the learning in the doctorate: the thesis itself� That is, we start at the end of doctorate� Drawing on an analysis of thesis abstracts from PhDs conferred in a single year in one faculty, we interrogate how ‘equity’ shows up in the research learning of the PhD� We suggest it might emerge in (at least) five ways: in the problem context of the research; in what research is about; the way the research is conducted; in how the researcher figures in the research, and the applications to which the research is put� We offer a number of tentative observations about how the problem of knowledge and knowing features (or doesn’t) in considerations of access and equity and the implications for measurement�
Exploring access and equity in a ‘living curriculum’ in doctoral education Lisa Lucas & Sheila TraharThis paper provides a critical policy analysis of recent government policy documents on higher education and the responses of key organisations, including the Office for Fair Access and the Equality Challenge Unit� Institutional documents at one UK university are also critically analysed� Focus groups were held with doctoral researchers at this university in order to understand their perceptions around issues of access and equity and the curriculum� The doctoral researchers questioned the notion of curriculum but then put forward ideas for how this could better include them as active participants perhaps through an idea of a ‘living curriculum’�
References
− Gale, T� (2014)� Reimagining student equity and aspiration in a global higher education field� In H� Zhang, P�W�K Chan & C� Boyle (Eds�), Equality in education: Fairness and inclusion (pp� 9-22)� Netherlands: Sense Publishers�
− Green, B� (2012)� Addressing the curriculum problem in doctoral education� Australian Universities Review, 54(1), 10-18�
− Herman, C� (2011)� Expanding doctoral education in South Africa: Pipeline or pipedream� Higher Education Research & Development, 30(4), 505-517�
− McCulloch, A� & Thomas, L� (2013)� Widening participation to doctoral education and research degrees: A research agenda for
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an emerging policy issue� Higher Education Research & Development, 32(2), 214-227�
Contact: tai�peseta@sydney�edu�au | Twitter: @tpeseta
Session 2B: 2.00-3.30pm
ROOM 107 TRESS COX LAWYERS
The Digital Academic: measuring daily practiceRussell ButsonHigher Education Development Centre, University of Otago, New Zealand
Roundtable: 60mins
The digital age is producing unprecedented change across virtually every aspect of society� As a result, we are seeing accelerated computer innovation driven by productivity and efficiency that is irreversibly transforming the way we live and work (Brynjolfsson & McAfee, 2011; de Kok, 2016; Heerwagen, 2010)� The university is not immune� Higher education institutions are becoming more complex and competitive, driven by political, cultural, economic, and technological factors (Staley & Trinkle, 2011)� This has created a state of uncertainty driven by an increasing expectation for change (New Zealand Government, 2008; The Economist Intelligence Unit, 2008)� For the academic there is a sense of needing to keep-up, to innovate and cultivate new ways of working that are applicable to a digital age (de Kok, 2016)�
The data being presented comes from an exploratory investigation into the degree to which five early career academics used computers to undertake their academic work (research, teaching, service)� The work academics undertake on their computers is to some extent hidden, not because it is secret but because it’s typically a self-regulated, independent activity� Attempts to measure the degree to which academics use computers not new� There are numerous studies dating back to the 1980s that have investigated academic computer use� However, these studies typically rely on the use of memory to recall aspects of usage� The investigation being discussed adopted the method of automated capture of the data as it occurred� This was achieved through software installed on the academics (n=5) computer and configured to capture usage data at 5sec intervals� This practice of capture was maintained over an entire semester� In this presentation, I will be presenting a selection of findings from this data that will include topics such as: the ratio of computer time to non-computer time, the applications used and the percentage of time used� Patterns of application usage over hours, days and weeks, data on the degree of multitasking and a number of other interesting patterns that have appeared� I will also share the challengers involved in using this method and perception-based data received from the participants regarding what they thought they did� I will conclude with some implications regarding the findings and the growing expectation of technology as pivotal to ‘working smarter’�
Critical Questions / IdeasAs academics… we are coming under increasing pressure to be more productive, efficient and smarter in the way we work� In New Zealand this is articulated clearly in the recent New models of tertiary education issues paper (The New Zealand Government Productivity Commission, 2016)� The following are two statements from page 1 of the paper:
Some aspects of tertiary education in New Zealand have transformed nearly beyond recognition in just the last few decades – for example, the ability of nearly every student to access almost unlimited content in real time via the internet� Other aspects, such as a university lecture, would be readily recognisable to medieval scholars�
The terms of reference for the inquiry suggest that there is currently “considerable inertia” in the New Zealand system, and an unwillingness to try new things� This inquiry will consider why that might be, if it is so; why some parts of the system innovate more than others; and how the system overall could become more innovative�
How digital are we? And to what extent do we need to be digital?How do we respond to the increasing pressure for change – to be more productive/digital – to work smarter?Is there a link between productivity and being digital?Can we peek into the future - what is the digital academic look like?
References
− Brynjolfsson, E�, & McAfee, A� (2011)� Race against the Machine: How the Digital Revolution is Accelerating Innovation, Driving Productivity, and Irreversibly Transforming Employment and the Economy� Cambridge, MA: MIT Press�
− de Kok, A� (2016)� The New Way of Working: Bricks, Bytes, and Behavior� In J� Lee (Ed�), The Impact of ICT on Work (pp� 9-40): Springer Singapore�
− Heerwagen, J� (2010)� The changing nature of organizations, work, and workplace� Retrieved from http://www�wbdg�org/resources/chngorgwork�php
− New Zealand Government� (2008)� Government’s Agenda for New Zealand Research, Science and Technology� New Zealand Government�
− Staley, D�, & Trinkle, D� (2011)� The Changing Landscape of Higher Education� EDUCAUSE Review (January/February), 17-32� Retrieved from http://er�educause�edu/articles/2011/2/the-changing-landscape-of-higher-education
− The Economist Intelligence Unit� (2008)� The future of higher education: How technology will shape learning� � Retrieved from http://tharpk�pbworks�com/f/Future-of-Higher-Ed-%28NMC%29�pdf
− The New Zealand Government Productivity Commission� (2016)� New inquiry: New models of tertiary education� Retrieved from http://www�productivity�govt�nz/sites/default/files/tertiary-education-issues-paper�pdf
Contact: russell�butson@otago�ac�nz
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Big Data and Learning Analytics - Promises and Challenges: Being ‘measured’ and Being ‘careful’? Reem Al-Mahmood La Trobe Learning and Teaching, La Trobe University, Australia Paper: 30mins
“…there is an urgent need for wider critical reflection on the epistemological implications of Big Data and Data Analytics, a task that has barely begun despite the speed of change in the data landscape�”(Kitchin, 2014a:10)
What happens to a university when it embraces Big Data and Learning Analytics (LA)? What happens to its being and becoming? What are the consequences of being ‘measured’ using Big Data? The forecast promises and challenges in the powerfulness and politics belie their inherent complexities – ranging from the promises of improving student success with dynamic personalised student learning to Orwellian concerns of mass surveillance�
This paper draws on Barnett’s (2011a, 2011b, 2013) compelling ideas of ‘the university’ where he traces the origins and evolution of the western concept of a university from the 12th century to the 21st century based on changes in the ideological and physical conditions of the university – “… being a university is always unfinished business” (Barnett, 2011a: 86)� Barnett’s (2011a; 2011b; 2013) contention is that the in the 21st century we have become “hopelessly” “‘impoverished’” in our conceptions of the university from its western metaphysical origins of the 12th century to the 19th century moving to the research/scientific university for a few hundred years and the to the contemporary entrepreneurial and corporate forms� Barnett (2011b: 88-89) highlights that we seem limited to “extending” and “endorsing” “contemporary emerging forms of the university” in their entrepreneurial and corporate forms, so much so that the “idea of the university … has gradually shrunk” and become “closed in”� Learning Analytics also risk such limitations if it is not careful� By troubling what and how we measure (and what we don’t), Learning Analytics is provoked as a ‘wicked’ problem by drawing on transdisciplinary debates (e�g� Kitchen 2014a,b)� The argument made is that Learning Analytics needs to be tempered beyond reductionist paradigms towards more open and transparent reflexive and relational paradigms in its designs, algorithms, and platforms to nuance ‘measured’ learning more carefully� Whose gaze and for what purpose need to be at the heart of our discussion of what numbers do to ‘the quantified self’ – for our identities and voicings and that of the academy matter� So let’s be measured and let’s be careful!
References
− Barnett, R� (2011a)� Being a university� London: Routledge�
− Barnett, R� (2011b)� The idea of the university in the twenty-first century: Where’s the imagination? Yuksekogretim Dergisi� Journal of Higher Education, 1(2), 88-94� Retrieved from http://www�yuksekogretim�org/Port_Doc/YOD_2011002/YOD_2011002004�pdf
− Barnett, R� (2013)� Imagining the
University� London: Routledge�
− Kitchin, R� (2014a)� Big Data, new epistemologies and paradigm shifts� Big Data & Society, 1(1), 1-12� doi, 2053951714528481�
− Kitchin, R� (2014b)� The data revolution: Big data, open data, data infrastructures and their consequences� London: SAGE�
Contact: r�almahmood@latrobe�edu�au
Session 2C: 4.00-5.00pm
ROOM 100 HICKSONS
An auto-ethnographic reflection of teaching intensive work through a lens of the sociology of emotionsHarriet Westcott Department of Sociology & Social Policy, The University of Sydney, Australia Paper: 30mins Context: The context of academic employment is increasingly characterised by short-term and casualised positions rather than tenured roles (Barcan, 2013)� The literature notes the negative impacts of short-term contracts on teaching staff at length� I add a new dimension by examining the emotional aspect� I hope to provoke recognition of, and discussion about this issue�
Purpose and methodological approach: In this paper, I explore my quest for teaching excellence whilst employed on an intensive contract, teaching undergraduate sociology at the University of Sydney� Drawing on data from my reflexive journal, I use auto-ethnography to critically reflect on my teaching practice using the sociology of emotions� I analyse the normative expectations, and social roles that underpin teaching, and examine the impacts of my employment context on my emotional responses (Holmes, 2001)�
Findings: I experienced a broad range of emotions at various times and in particular situations, ranging from happiness, to frustration� However, I was most disquieted by my feelings of shame and embarrassment, which I subjectively perceived as negative� These feelings occurred as a consequence of my beliefs about my inadequate teaching� To meet the expectations of my students, colleagues, and the organisation, I felt the need to prepare thoroughly, and perform teaching well� I believed my role required care, commitment, and diligence to actively monitor and proactively intervene in the progression of my student’s learning� My perceived inability to meet these personal goals, which have been associated with teaching excellence (Kreber, 2002; Skelton, 2009), caused me considerable consternation� I constructed defensive justification narratives to explain to others and myself the reasons for my unattainable teaching goals to cope� Usually this was mentally private, yet always intense, and occurred before and after teaching activities� However, sometimes
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these justifications became public, as a planned or spontaneous announcement during a lecture/tutorial, or a ‘corridor’ comment/conversation to a colleague� Emotions can be cyclical, iterative and felt on a continuum� To try to balance and make sense of my emotions I constantly re-evaluated them� Overall I grappled with my feelings of disappointment and professional inadequacy, which I shamefully attempted to mask, whilst simultaneously acknowledging the structural limitations of my teaching intensive role, and the subsequent impacts on my teaching�
Questions for discussion: • What justification/narratives do you create about your teaching performance? • How can recognition of the emotional narratives of teaching intensive staff contribute to an overall improvement in both career outcomes and more equitable employment practices in the Higher Education sector?
References
− Barcan, R� (2013)� Academic life and labour in the new university: Hope and other choices� Surry/ Burlington: Ashgate�
− Kreber, C� (2002)� Teaching excellence, teaching expertise, and the scholarship of teaching� Innovative Higher Education, 27(1), 5-23�
− Holmes, M� (2010)� The emotionalisation of reflexivity� Sociology, 44(1), 139-154�
− Skelton, A� (2009)� A teaching excellence for the times we live in? Teaching in Higher Education, 14(1), 107-112�
Contact: harrietwestcott@gmail�com
“Doomed. Don’t know what’s gonna happen. Scary”: Academic and institutional anxiety in the measured universityAgnes Bosanquet & Cathy RytmeisterLearning and Teaching, Macquarie University, Australia
Paper: 30mins
Through a series of conversations overheard at a hypothetical institution, this paper provides a two level analysis of anxiety as it manifests in the context of the measured university� At the individual level, it draws on a survey of 493 self-identifying early career academics (ECAs) from three Australian universities� When asked about career plans, research participants articulated considerable anxiety about their future in academia� Many ECAs had difficulty envisaging, let alone navigating, career paths through academia� With significant growth in sessional employment in recent decades, early career increasingly means casual teaching-only appointments or short-term post-doctoral research positions funded through grant or project money (May et al�, 2011)� The affective language utilised by ECAs makes the impacts of casualisation palpable: anxious, miserable, embittered, shattered, suffering, isolated, worn out, swamped, stressed, and dissatisfied� Many responses to a question asking about career plans were non sequiturs, for example: “I am doomed� Don’t know what’s gonna happen� Scary�” At the institutional level, a similar level of anxiety is evident�
This paper argues that the competitive, marketised, metric-driven context in which today’s universities operate is as anxiety-producing at the organisational level as it is for individuals� University revenues are dependent on market-based and competitive funding mechanisms, domestic and international student tuition fees and competitive grant funding� Like individual employees, especially those with precarious work arrangements, uncertainty of income means that universities face increased risk with respect to future success, the sustainability of the work they do, and sources and level of future income� The need to compete in a market that increasingly values prestige over quality and creates strategic tensions between support for research (on which reputation and prestige largely depends) and teaching (on which a large proportion of income depends) (Marginson, 2016)� This echoes ECA attempts to balance teaching workload that earns immediate income with spending time on producing research to gain the status needed for more secure employment� In the measured university, both individuals and institutions display indications of compromised functioning: individuals express this in terms of feeling worn down, swamped and miserable; for institutions, the impact on the quality and sustainability of teaching and research, and of student experience, is both observed and articulated by staff and students (Collini, 2012; Hil, 2015)� The impact of institutional anxiety and stress on organisational operations and well-being is as debilitating for universities as the impact of work-related anxiety and stress on individuals employed by them�
References
− Collini, S� (2012)� What are universities for? London: Penguin�
− Hil, R� (2015)� Selling Students Short: Why you won’t get the university education you deserve� Crows Nest: Allen & Unwin�
− Marginson, S� (2016)� Global Stratification in Higher Education� In S� Slaughter & B�J� Taylor (Eds�), Higher Education, Stratification, and Workforce Development (pp� 13-34)� New York: Springer�
− May, R�, Strachan, G�, Broadbent K� & Peetz D� (2011�) The Casual Approach to University Teaching; Time for a Re-Think? In K� Krause, M� Buckridge, C� Grimmer & S� Purbrick-Illek� (Eds�), Research and Development in Higher Education: Reshaping Higher Education, 34 (pp� 188-197)� Gold Coast, Australia, 4-7 July�
Contact: agnes�bosanquet@mq�edu�au Twitter: @AgnesBosanquet
Session 2C: 4.00-5.00pm
ROOM 102 DAVID HARLAND
Preparing to Lead in the Measured UniversityJulie Hall Vice-Chancellor’s Office, Roehampton University, UK Paper: 30mins
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This paper explores the implications of UK university policy and expectations of leadership for academic identities using a predominantly social cultural theoretical perspective� It focuses on academics becoming Heads of Department and the impact of audit and measurement� It examines the changes to these individuals as leaders and boundary crossers and the academic departments within which academic identities are formed and sustained� It also explores the impact on individual and collective values central to academic identity, particularly notions of academic autonomy and responsibility� The paper suggests three areas to consider when designing support for Heads of Academic Departments�
For most of the twentieth century academic identities were rooted in relatively stable and legitimising identities linked to their disciplines (Castells, 1997)� The paper suggests that this has been challenged by policies which have resulted in increasing accountability, particularly for leaders who find themselves ultimately responsible for improving attainment, research quality and student engagement/satisfaction� One of the aims of the project was to gain a better understanding of the politics of university leadership, particularly the contested and negotiated order that eventually gets realized in a department� The project illuminated three important factors in developing a new leaders’ programme� First, the politics of negotiation and influence (this was informed by Michael Fullan’s work on school leadership)� Second, the degree to which academic leaders feel responsible for taking action in response to well-specified goals from the senior leaders such as a Deputy Vice Chancellor� The research suggested a shift away from what is a fairly common approach in western nations – which is to be clear about goals but leave the means to those in the field instead – towards an approach in which the senior team takes upon itself the role of ensuring that Heads of Department are using the best available means to accomplish those goals� Third, the change from the department as an autonomous unit towards the department working collectively and the Head therefore having to pay attention to making that happen� Challenges include deprivatization of work and a collective commitment to change� The empirical basis consists of data from interviews with ten heads at one London university� It is necessary, therefore, to be cautious about drawing broader conclusions� However, the context of shifting relationships between the state and universities pushing the latter into various forms of ‘academic capitalism’ are increasingly understood as global phenomena (Slaughter and Leslie, 1997)� It is likely, therefore, to have some resonance beyond its empirical base�
References
− Castells, M� (1997)� The Power of Identity� Malden, Mass� and Oxford: Blackwell�
− Fullan, M� (2001)� Leading in a culture of change� San Francisco: Jossey-Bass
− Grunefeld,H� , van Tartwijk, J� , Jongen, H�, Wubbels,T� (2015)� Design and Effects of an academic development programme on leadership for educational change� International Journal for Academic Development, 20(4), 306-318�
− Kogan, M� (2000)� Higher education communities and academic identity� Higher Education Quarterly, 54(3), 207-216�
− Slaughter, S� & Leslie, L� (1997)� Academic Capitalism: Politics, Policies, and the Entrepreneurial University� Baltimore and London: Johns Hopkins University Press�
Contact: julie�hall@roehampton�ac�uk | Twitter: @julieh8
“Pickering’s Harem” as a gendered reading of academic leadershipKirsten Locke1 & Susan Wright2
1Faculty of Education and Social Work, The University of Auckland, New Zealand 2Department of Education, Aarhus University, Denmark Paper: 30mins This paper is concerned with the changing relations between gender and labour in the contemporary university� The concept of the ‘motherboard’ is analysed as both metaphor and historical phenomenon� Defined as the computer’s main circuit board that connects either directly or indirectly to every part of the computer, we link the prominent position of women and feminine traits central to the modern university project to an historical account of the entry of a group of women into academia at the end of the nineteenth-century known as ‘Pickering’s Harem’� The way these women were the embodied manifestation that pre-empted (and even helped constitute) the meaning of the modern motherboard, is comparable to the way we see universities as ‘mainlining’, or aggressively pursuing, ‘motherboard’ strategies of governance and management in academia� Drawn from the private sector’s discourse on ‘caring leadership’, these strategies are clearly marked with versions of femininity that range from conceptions of ‘superwoman’ to ‘motherhood’ - in ways which cannot all be assumed to be anything close to progressive� This paper leads with a discussion of feminised and masculinised forms of leadership in contemporary management that is then developed into an exploration of the historical example of Pickering’s Harem� The contradictions of gendered academic labour in this paper then draws on interview data taken from a project on gendered academic career trajectories the two authors were involved in that looked at the career trajectories of groups of women academics in leadership positions in Danish and New Zealand universities� The unique challenges women face in academia will be discussed alongside an exploration of feminised and masculinised notions of distributive leadership� Contact: k�locke@auckland�ac�nz
Session 2C: 4.00-5.00pm
ROOM 105 IAN CALLINAN
Parenting in the academy – measuring and valuing care-work and wage-workDanielle Drozdzewski1 & Natascha Klocker2
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1School of Humanities and Languages, The University of New South Wales, Australia 2Australian Centre for Cultural Environmental Research, University of Wollongong, Australia Paper: 30mins This paper explores the diversity of experiences that characterise parenting in the academy� It also discusses how definitions of care-work and wage-work attract different considerations of value and measure for academic parents� Our research has focused on the strategies employed by parents to keep their careers in motion during the years before their children commence school (Klocker and Drozdzewski, 2012a)� We have couched this exploration of parenting and academia amid wider discussions of neoliberalisation of the tertiary education sector� In Australia, over the past decade, universities have deployed a raft of ‘new regimes of measurement and monitoring ��� performance management and international benchmarking’ to ensure their ongoing competitiveness in the global market (Shore, 2010:15)� The real outcomes of these rationalisation measures have been a critical emphasis on securing external research funding, producing ‘listed’ publications, the diminishing incidence of tenured positions, and the growth of contractual and casual employment (Klocker and Drozdzewski, 2012b)� These conditions have exacerbated gender inequities in academic career progression�
This paper examines how academics have dealt with the challenges of sleep deprivation, crying babies and mischievous toddlers, within the context of the neoliberal tertiary education sector� For some, this has included mixing care-work with wage-work and taking their children into the field (Frohlick, 2002; Drozdzewski and Robinson, 2015); for others it has been about deciphering how to find spaces where care-work and wage-work can coexist (Munn-Gidding 1998)� In this paper, we unpack the approaches deployed by academics with young children to build or augment their track records within this competitive (and often stressful) environment� Klocker and Drozdzewski (2012b) have called for us to find ways to ‘have fulfilling lives inside and outside the academy, and to engage in diverse forms of caring, support and activism’� We hope that by engaging with other parents in the academy we can think through news ways that practices of care-work and kindness and our academic labour can play out in the measured university� References
− Frohlick, C� (2002)� You Brought Your Baby to Base Camp? Families and Field Sites� The Great Lakes Geographer, 9 (1), 49-58�
− Drozdzewski, D� & Robinson, D�F� (2015)� Care-work on fieldwork: taking your own children into the field� Children’s Geographies, 13(3), 372-378�
− Klocker, N�, & Drozdzewski, D� (2012a)� Career Progress Relative to Opportunity: How Many Papers is a Baby ‘Worth’? Environment and Planning A, 44, 271-1277�
− Klocker, N�, & Drozdzewski, D� (2012b)� Survival and Subversion in the Neoliberal University� Response to the Participatory Geographies Research Group’s�
Communifesto for Fuller Geographies: Towards Mutual Security� http://radicalantipode�files�wordpress�com/2012/10/klocker-and-drozdzewskiresponse�pdf
− Munn-Giddings, C� (1998)� Mixing Motherhood and Academia–A Lethal Cocktail, In D� Malina and S� Maslin-Prothero (Eds�), Surviving the Academy: Feminist Perspectives (pp� 56-68)� Philadelphia, PA: Taylor and Francis�
Contact: danielled@unsw�edu�au | Twitter: danielledroz
Finding ourselves at work: personal friendships among academics Jennifer Wilkinson Department of Sociology and Social Policy, The University of Sydney, Australia
Paper: 30mins
As we spend more time at work and the boundaries between public and personal life continue to dissolve, researchers have focused on work fulfilment, raising questions about what makes us happy at work and how we compensate for work intensification and expectations of commitment associated with greedy institutions� Having good social relationships at work is now widely recognized as essential to fulfilling work, with the potential to provide joy and support� In empirical studies, people rate close working relationships more highly than pay� Other research is also emerging on the particular importance of personal friendships at work� For example, research on gay men’s work friendships concluded that friendships provided alternative sources of identification for gay men and support for those coming out� Epidemiological research found that job strain was associated with poorer mental and physical health, while good work relations reduced anxiety and increased perceptions of self-control (Theorell and Karasek, 1996:13)�
Despite this evidence, the literature on higher education has, with few exceptions (Blundin, 1996), paid very little attention to the personal friendships of academics� This is surprising given the high volume of research documenting the intensification of academic work and the effect of performance measurement in increasing competition among colleagues� Of the smattering of research on academics’ social relationships, the emphasis is generally on social support or social capital� However important, this approach ignores the specific properties of friendship and thus overlooks its unique contribution to happiness of which friendship scholars have long been aware (Lane, 1994)� Aristotle argued that friendship produced happiness of the highest order, combining pleasure and virtue� Because true friends were committed to the flourishing of the other, friendship transcended concerns with personal utility� Much later, Georg Simmel linked sociability or friendly association to pleasure� More recently, friendship is framed by the individualizing processes of late modernity which stress its links with identity and potential for self-definition�
I argue that friendship’s twin potentials for individuation and sociability are crucial to friendship’s contribution
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to happiness� I will show how these insights can be applied to the changing conditions of academic work� Within the existing literature on higher education, there is a longstanding debate about the altered conditions of academic work and the erosion of its intrinsic rewards� When scholars look at the subjective experiences of academics, they emphasize feelings of uncertainty, fraudulence and competition� (e�g�, Knights and Clarke, 2013; Barcan, 2013)� While competition and friendship can sometimes overlap (Barcan, 2013), this literature still paints a troubling and pessimistic picture of academic work without hope for change or resistance�
As a contribution to this research on academic work within higher education, this paper explores the significance of personal friendships among academics� Drawing on in-depth interview data with 42 academics in an Australian university, I find that personal friendships are a unique resource for academics facing tough times� Whereas academics reported experiencing negative and competitive relations with their colleagues, they also reported having personal friendships which provided solidarity, intimacy and the pleasure of good company� A key finding was that while performance imperatives could undermine professional identity, personal friendships at work supported the self and bolstered professional self-confidence�
References
− Barcan, R� (2013)� Academic Life and Labour in the new University: Hope and Other Choices� Ashgate: Surrey�
− Blunden, R� (1996)� Academic Loyalties and Professional Disobedience� Higher Education Research & Development, 15(1), 13-28�
− Knights, D� & Clarke, C� (2013)� It’s a bittersweet symphony, this life: fragile academic selves and insecure identities at work� Organization Studies, 35(3), 335-57�
− Lane, R� (1994)� The road not taken: Friendship, consumerism, and happiness� Critical Review, 8(4), 521-54�
− Theorell, T� & Karase, R� (1996)� Current issues relating to psychosocial job strain and cardiovascular disease research� Journal of Occupational Health Psychology, 1(1), 9-26�
Contact: jennifer�wilkinson@sydney�edu�au
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Abstracts - Day 3 Friday
Session 3A: 9.00-10.30am
ROOM 100 HICKSONS
A university of playSean Sturm1 & Stephen Turner2 1Centre for Learning and Research in Higher Education, The University of Auckland, New Zealand2English, Drama and Writing Studies, The University of Auckland, New Zealand Paper: 30mins The entrepreneurial university, to borrow from Pierre Bourdieu on the ludic logic of the field, can be described as a game in which “[p]layers agree, by the mere fact of playing, … that the game is worth playing” (Bourdieu & Wacquant, 1992:98)� Driven by the stakes of aspirational and audit-driven self-governance (see Foucault, 1988), academic and professional staff, students, and other workers invest, even collude, in this social illusion� While they can demand that the administration play by the rules of the university game by holding it to processes like consultation and peer review, they can also change the rules by playing the game differently, by making the rules the object of collective deliberation and “deformance” (after McGann & Samuels, 1999) and making the endgame of the university about more than credentials and cultural capital� Taking a lead from Paolo Virno (1998), we would argue that play forms the decisive link between rules and their application� Play is not just the deliberate exercise of rules that constitute a game; it is the pliability or “give” – the play value – of an operation or organisation� A university of play – one which has give, or “freedom of play” (Derrida, 1983:19) – allows for both the value of its workers/learners and the value that they place in their work/learning and in the university, and gives room for new possibilities in the “play-space” (Heidegger, 1996, p� 75) of the university� It responds to Jacques Derrida’s (1983) call for a university that is more than a means to an end, a university that aims to “to transform the modes of writing, approaches to pedagogy, the procedures of academic exchange, the relation to languages, to other disciplines, to the institution in general, to its inside and its outside” (p� 17)�
References
− Bourdieu, P�, & Wacquant, L�J�D� (1992)� An invitation to reflexive sociology� Chicago, IL: University of Chicago�
− Derrida, J� (1983)� The principle of reason: The university in the eyes of its pupils� Diacritics: A Review of Contemporary Criticism, 13(3), 2-20�
− Foucault, M� (1988)� Technologies of the self: A seminar with Michel Foucault (L� Martin, H� Gutman, & P� Hutton, Eds�) Amherst, MA: University of Massachusetts Press�
− Heidegger, M� (1996)� The principle of reason� Bloomington, IN: Indiana University Press�
− McGann, J�, & Samuels, L� (1999)� Deformance and interpretation� New Literary History, 30(1), 25–56�
− Virno, P� (2008)� Multitude between innovation and negation� Los Angeles, CA: Semiotext[e]�
Contact: s�sturm@auckland�ac�nz
The Manipulation of Scholarly Rating and Measurement Systems: Social and Ethical Dimensions of Academic GamingJo Ann Oravec College of Business and Economics, University of Wisconsin at Whitewater, USA Paper: 30mins Academic activities are undergoing increasing levels of analysis through big data analytics and other statistical methodologies� Institutions that want to “raid” other institutions for highly-ranked faculty have an assortment of numeric measures upon which to base their assessments� For example, faculty research and publication efforts are often compared for promotion and tenure through such systems as Google Scholar and Researchgate� Forms of academic “moneyball” (Lewis, 2012) can develop in which faculty members are compared across disciplines for their current and potential productivity and faculty “stars” are supposedly identified� Detailed and nuanced analyses of faculty research outcomes and intellectual approaches are often replaced by brute-force comparisons of citation counts and article downloads� Teaching efforts are also evaluated through the cross-disciplinary comparison of student evaluation scores as well as the numeric data produced by such social media systems as
ratemyprofessors�com� Institutions as a whole are being ranked internationally through such systems as the U�S� News & World Report’s Best Global Universities Rankings as well as the Academic Ranking of World Universities� The assessment systems discussed in this presentation can all be “gamed” in various ways, for instance through the construction of citation circles and gift authorships (both means of enhancing apparent research activity)� This presentation critically discusses how the activities of faculty, staff, and administrators (as well as sources of grant funding) are being influenced through their interaction with these systems and how academic disciplines are being affected as a consequence�
References
− Lewis, M� (2004)� Moneyball: The Art of Winning an Unfair Game� New York: W� W� Norton�
− Oravec, J� A� (2003)� Some influences of on-line distance learning on US higher education� Journal of Further and Higher Education, 27(1), 89-103�
− Oravec, J� A� (2013)� Gaming Google: Some ethical issues involving online reputation management� Journal of Business Ethics Education, 10, 61-81�
− Oravec, J� A� (2015a)� The moral imagination in an era of “gaming academia”: Implications of emerging reputational issues in scholarly activities for knowledge organization practices� Knowledge Organization, 42(5), 316-328�
− Oravec, J� A� (2015b)� Gamification and multigamification in the workplace: Expanding the ludic dimensions of work and challenging the work/play dichotomy� Cyberpsychology, 9(3)� doi: 10�5817/CP2015-3-6
Contact: oravecj@uww�edu
“I have measured out my life with HERDC points”Jeanette Fyffe1 & Susan Martin2 1Research Education and Development Unit, La Trobe University, Australia 2Office of Pro Vice-Chancellor College of Arts, Social Sciences and Commerce, La Trobe University, Australia Paper: 30mins
This paper will be an institutional case-study in the form of a dialogue between two academics from different career stages and trajectories both directly involved, and accountable for aspects of their institutional research performance� They use this creative interplay to discuss the rewards, challenges and paradoxes of trying to manage, guide and support ‘regular academics’� As academics themselves and ‘Officers of the University’, by dint of their formal positions, they walk a tightrope: accountable for measures they may not entirely endorse, responsible for management and encouragement of these measures, and observers of the effects of these measures on those they seek to support and advise� Staff are inducted into the research measurement game and hopefully are left savvy but not cynical, critical but not “career limiting” in their analysis� All the while institutional targets must be met! The research measurement game as a proxy for genuine research performance (Bazeley, 2010: 890) has increasingly
high stakes for individuals, with funding, privileges and most recently time allocation, up for grabs� In this context, how do we care for and foster the aspiration for exemplary disciplinary scholarship?
The dialogue explores whether it is really possible to manage the people, encourage and foster quality, innovative exciting research, while simultaneously delivering metrics, all the while striving to offer consistent advice and ensure the metrics are right (for both the academics and for the University)� Is it really possible for such research managers, however well-meaning, to perpetuate and grow the ideals of the University alongside of metrical imperatives, or are they just tools of an Althusserian ideological state apparatus, delivering meaningless measures which confirm capitalist imperatives that each funded State Institution be a productive industry with a literally measurable ‘product’ (Althusser, 2006: 92)� This dialogue will enact how these tensions play out in the seemingly benign design and delivery of a workshop called “Where should I publish?”
References
− Althusser, L� (2006)� Ideology and ideological state apparatuses (notes towards an investigation)� The anthropology of the state: A reader, 9, 86�
− Bazeley, P� (2010)� Conceptualising research performance� Studies in Higher Education, 35(8), 889-903�
Contact: j�fyffe@latrobe�edu�au Twitter: @netstah @susanshark
Session 3A: 9.00-10.30am
ROOM 102 DAVID HARLAND
The pursuit of the academic ‘good life’ within the neoliberal university: First-generation students within doctoral education and their aspirations for the academyCatherine Mitchell School of Critical Studies in Education, The University of Auckland / Unitec Institute of Technology, New Zealand Paper: 30mins This paper takes as its focus doctoral students’ aspirations to become academics within the neoliberal university� Despite the often gloomy depictions of the state of the university (Barnett, 2013) there remain significant numbers of doctoral students who dream in its direction� I draw on data taken from a study of first-generation students’ doctoral education experiences within a faculty of education to consider the ways these students articulate their aspirations for their futures and how these articulations position the doctorate, the university and the role of university academic� Analysis of the data in my study reveals that many students possess highly optimistic attachments to the doctorate as a mechanism to achieve an ‘academic good life’ in spite of the university realities of shrinking resources, increased competition and “growing institutional reliance on empirically measurable
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productivity” (Chuh, 2013:5)� My discussion will also surface a disjuncture between the students’ own understandings of their imagined academic work and some dominant higher education policy discourses� Lastly, I will point to a range of divergent imaginaries that underpin these students’ aspirations revealing the historical embeddedness of these imaginaries that I argue may, at least partially, account for these students’ ongoing optimistic attachments to, what a number of scholars term, the ‘greedy’ university of the neoliberal present (Currie, Harris, & Theile, 2000; Sullivan, 2014)�
References
− Barnett, R� (2013)� Imagining the university� Abingdon, Oxon, United Kingdom: Routledge�
− Chuh, K� (2013)� On (not) mentoring� from http://socialtextjournal�org/periscope_article/on-not-mentoring/
− Currie, J�, Harris, P�, & Theile, B� (2000)� Sacrifices in greedy universities: Are they gendered? Gender and Education, 12(3), 269-291�
− Sullivan, T� (2014)� Greedy institutions, overwork and work-life balance� Sociological Inquiry, 84(1), 1-15�
Contact: catmitchel@gmail�com
Panel-beater or Co-Supervisor? The Politics and Paradoxes of Academic Language and Learning Lecturers providing support to doctoral studentsPaola Bilbrough & Nira RahmanAcademic Support and Development, Victoria University, Australia Paper: 30mins
In this presentation we give an autoethnographic account of the pleasures, paradoxes and politics of working with doctoral students as ALL (Academic Language and Learning) lecturers� The ALL Unit at Victoria University, Melbourne, comprises staff from a variety of educational backgrounds with the common denominator of extensive teaching experience and expertise in language and communication� It is worth noting that in the measured university many discipline roles are sessional while ALL regularly offers longer contracts and ongoing roles, which adds to the diversity of skills and qualifications within the unit� Despite this richness of knowledge, few ALL academics in undertake PhD supervision� As Chanock (2007:273) articulates it, ALL departments “seem to be regarded as a form of crash repair shop where welding, panel-beating and polishing can be carried out on students’ texts”� The reasons for this restricted focus potentially includes the perception of ALL academics as “remedial” support staff on the “margins” of the university (Huijser, Kimmins & Galligan, 2008), as well as a lack of awareness about individuals’ discipline expertise� Our experience and that of our colleagues, suggests that ALL academics often engage in unacknowledged supervision� In the “measured university”, our skills are harnessed to ensure students develop optimal capacity to deliver successful research outputs� Students bring diverse educational and professional experiences to doctoral study and a significant challenge can be “intellectual culture
shock” (Ballard, 1987; Kamler & Thomson, 2014) where students must navigate the representation of meaning, self and authority in their work� At times the student’s navigation is within our discipline, other times not� In both cases many doctoral students consult ALL lecturers throughout the duration of their doctoral study because of our ability to teach research writing skills� Experience suggests that numerous students also continue to consult ALL lecturers due to the development of a supportive working relationship�
An institutional reliance on ALL staff raises questions about what might constitute responsive doctoral supervision that caters to a diverse student cohort� It also raises questions about how supervision is both conceptualised and measured� We argue that a pleasurable research environment acknowledges the input of all academics involved in doctoral candidature� In some cases this would entail recognizing ALL academics as Associate Supervisors� We draw upon Halse & Bansel’s (2012) notion of the “learning alliance” in doctoral supervision where ethical responsibility and commitment to all the relationships is prioritised “among the multiple actors and practices that constitute a research community” (p� 388)� We suggest that inclusivity can only serve to nourish all involved in the conceptualization and enactment of doctoral candidatures�
References
− Ballard, B� (1987)� Academic adjustment: The other side of the export dollar� Higher Education Research and Development, 6(2), 109-119�
− Chanock, K� (2007)� What academic language and learning advisers bring to the scholarship of teaching and learning: Problems and possibilities for dialogue with the disciplines� Higher Education Research & Development, 26(3), 269-280�
− Halse, C�, & Bansel, P� (2012)� The learning alliance: ethics in doctoral supervision� Oxford Review of Education, 38(4), 377-392�
− Huijser, H�, Kimmins, L�, & Galligan, L� (2008)� Evaluating individual teaching on the road to embedding academic skills� Journal of Academic Language and Learning, 2(1), A23-A38�
− Kamler, B�, & Thomson, P� (2014)� Helping doctoral students write: Pedagogies for supervision� Routledge�
Contact: paola�bilbrough@vu�edu�au From researcher to steward: revisiting the learning experiences in the Australian PhDSimon Barrie1, Tai Peseta2 & Keith Trigwell2 1Office of the PVC Learning Transformations, Western Sydney University, Australia 2Educational Innovation, The University of Sydney, Australia Paper: 30mins
The recent release of the Australian Council of Learned Academies (ACOLA) review confirms what has long been suspected about the Australian PhD: that it needs to be reframed given the limited availability of continuing academic work; that research training is not focused
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enough on innovation for commercialisation; and that it does not prepare students adequately for the future challenges of university labour, especially university teaching (Probert, 2014)� Under assault from several quarters, the PhD it seems, is beleaguered and in need of change� Understandably, governments and institutions have responded in a range of ways� They have diversified the types of doctoral degrees available to future candidates; increased industry collaboration on research projects, and made efforts to ‘pack’ more into the degree itself via mandatory coursework, ethics and integrity training, teaching development, and commercialization modules, all the while continuing to expect timely completion� Yet these strategies leave untouched the very heart of the PhD: the research project itself, and to a lesser extent, aspects of the doctoral experience that surround it: supervision and the departmental environment�
In this paper, we test a preliminary doctoral curriculum framework designed to reframe the PhD as an integrated learning experience� While there are other similar frameworks (McAlpine & Norton, 2006; Cumming, 2010), ours draws on a recently funded Office for Learning and Teaching project Reframing the PhD for Australia’s future universities (Barrie et al�, 2015) which suggests that the heart of the PhD might no longer be a narrowly focused research project, but one that encompasses a broader disciplinary stewardship� The notion of stewardship comes from the pioneering US-based Carnegie Foundation project (Golde & Walker, 2006) in which stewardship encompasses three facets: first, generation (contributing to research and inquiry); second, conservation (care for the field’s history and future prospects); and third, transformation (communicating the field to a range of audiences)� Taken together, these facets provide a novel perspective on the learning experiences that comprise the PhD� Stewardship helps us to reframe the doctorate as care for the field no matter the employment destination of graduates� While the research project retains its fundamental role, the goal of the PhD is then, to develop stewards of a field�
References
− Barrie, S�, Peseta, T�, Trigwell, K�, McCallum, P�, Fyffe, J�, Graffam, J�, Kwan, A� & Partridge, L� (2015)� Reframing the PhD for Australia’s future universities� Office for Learning and Teaching project (2015-2017)�
− Cumming, J� (2010)� Doctoral enterprise: a holistic conception of evolving practices and arrangements� Studies in Higher Education, 35(1), 25-39�
− Golde, C� & Walker, G� (Eds)� (2006)� Envisioning the future of doctoral education: preparing stewards of the discipline� San Francisco: Jossey Bass�
− McAlpine, L�, & Norton, J� (2006)� Reframing our approach to doctoral programs: an integrative framework for action and research� Higher Education Research & Development, 25(1), 3-17�
− Probert, B� (2014)� Becoming a university teacher: the role of the PhD� Discussion Paper 3 commissioned by the Office for Learning and Teaching� http://www�olt�gov�au/resource-becoming-university-teacher-role-phd-2014
Contact: S�Barrie@westernsydney�edu�au
Session 3A: 9.00-10.30am
ROOM 105 IAN CALLINAN
Articulating cultural competence as inquiry at Sydney: Identity shifts for the contemporary university?Melinda J� Lewis1, Kathryn Bartimote-Aufflick1, Amani Bell1, Philippa Pattison1, Tai Peseta1, Simon Barrie2, Stephanie Barahona3, Suji Jeong3, Longen Lan3, Rosemary Menzies3, Tracy Trieu3 & Ann Wen3
1DVC Education Portfolio, The University of Sydney, Australia2Office of PVC Learning Transformations, Western Sydney University, Australia32015 Student Colloquium Ambassadors, The University of Sydney, Australia
Symposium: 90mins This symposium reports on a program of cultural competence (CC) curriculum transformation undertaken through the Education Portfolio at Sydney� A focus of this work is on ‘curriculum’ as a site for developing, carrying, testing and measuring CC and makes the case that curriculum transformation entails identity shifts for academics and students� The University’s educational strategy (2016-2020) places CC as a core graduate capability defined as: “…being aware of one’s own cultural values and world view and their implications for making respectful, reflective and reasoned choices, including the capacity to imagine and collaborate across cultural boundaries”� To enact our working definition, we undertook two adaptions of the Universities Australia (2011) national framework for embedding Indigenous Australian CC whilst acknowledging Carey’s (2015) caution regarding a generic framework� The first suggested a matrix of four developmental dimensions of cultural knowledge, awareness, sensitivity and towards competence, whilst the second fostered a teaching inquiry process (TIP) to critically reflect on our identities and unconscious biases whilst developing disciplinary and interdisciplinary perspectives� Inquiry, challenge and justice: A journey approach to the professional learning of cultural competence in university teachingTai Peseta, Melinda J� Lewis & Simon BarriePaper one describes the development of a blended professional learning program, ‘Supporting academics to teaching cultural competence (SATCC)’, containing modules that expand and challenge academics’ existing conceptions of, and attachments to, CC� SATCC is intended to be consistent with a “critical pedagogy” (Hill & Mills, 2013, p� 64) embedding a rationale of inquiry, challenge and justice, alongside organisational conditions of strategy, measurement, and audit� We open up a space to theorise some of the implied tensions and attempt to articulate individual and institutional identity shifts that move beyond binary perceptions (self & other), as suggested by Carey & Prince (2015)� We also ask: ‘what are the impacts of such shifts’?
Walking the line: Students as generators of cultural competence curriculum transformationAmani Bell, Tai Peseta, Stephanie Barahona, Suji Jeong,
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Longen Lan, Rosemary Menzies, Tracy Trieu & Ann WenPaper two reflects on students’ experiential narratives of CC at the university within a wider students-as partners agenda� We share a recent practice example of students’ experiences of CC through a dramatised activity: ‘Walking the line’� The preparation for, and the performance of, the activity enabled students to challenge their existing views of CC, and to situate those views within the research about CC� For students and academics, it was a powerful prompt to reflect on their learning and teaching practices, and on their own identities� For academic developers, the activity raises critical questions that go beyond measuring changes to students’ CC to seeing students as partners in generating curriculum transformation�
The curriculum as an epistemic climate – Implications for evaluationKathryn Bartimote-Aufflick & Philippa PattisonPaper three explores measures surrounding the embedding of CC within curriculum� This mission raises questions such as: What is curriculum? What is CC? What denotes or indicates the achievement of CC ‘embeddedness’? Who measures? Where do they situate themselves? We will consider the utility of seeing curriculum as an epistemic climate, and within it, the key cultural artefacts and processes at work, and the individual and structural entities in interaction� We will discuss the pragmatics of submitting this view to the scrutiny of institutional imperatives and models of evaluation, and report on the products of our measurement efforts to date� References
− Carey, M� (2015) The limits of cultural competence: an Indigenous Studies perspective� Higher Education Research & Development, 34(5), 828-840�
− Carey, M�, & Prince, M� (2015)� Designing an Australian Indigenous Studies curriculum for the twenty-first century: Nakata’s ‘cultural interface’, standpoints and working beyond binaries� Higher Education Research & Development, 34(2), 270-283�
− Hill, B�, & Mills, J� (2013)� Situating the ‘beyond’: Adventure-learning and Indigenous cultural competence� Discourse: Studies in the Cultural Politics of Education, 34(1), 63-76�
− The University of Sydney� (2015)� Educational Innovation Discussion Paper� Sydney: The University of Sydney
− Universities Australia (UA)� (2011)� National Best Practice Framework for Indigenous Cultural Competency� Canberra: UA�
Contact: melinda�lewis@sydney�edu�au Twitter: @meljlewis
Session 3A: 9.00-10.30am
ROOM 107 TRESS COX LAWYERS
Professors of Practice: Agents of performative or traditional cultures?Rhonda Hallett1 & Timothy Marjoribanks2 1La Trobe Learning and Teaching, La Trobe University,
Australia 2Department of Management & Marketing, La Trobe University, Australia Paper: 30mins It is generally acknowledged that academic identities are being reshaped in response to demands for audit, accountability and performance� However, though it appears at first glance that identities have changed in the face of managerialist practices measuring performance in teaching and research, there is also evidence that academics are retaining ‘spaces’ in which their identities are preserved, or at least protected (Archer, 2008; Clegg, 2008)� This paper reports the outcomes of a small-scale study investigating the experiences of 10 Professors of Practice (PoPs) appointed to a Business School in an Australian University, to broadly bridge the gap between academia and the corporate world in curricula and teaching practices� Though relatively rare appointments in the Australian context, the PoP model is associated in the US and European contexts with the concept of the Entrepreneurial university where economic and social development in the form of service, is at the same level as teaching and research in more traditional universities (Etzkowitz & Dzisah, 2015)� In this role they work across university-industry boundaries with their time typically divided equally between academia and industry� From this perspective, they express new modes of academic work in teaching driven by institutional commitments to measuring and improving student satisfaction with curricula as relevant to their needs and eventually, graduate employment outcomes� PoPs have potential to disrupt work practices as well as academic identities because of the demands for change inherent in their roles (Bartunek & Rynes, 2014)� The study examined the extent to which PoPs posed a challenge to established academic identities in their departments in a School of Business, and how demands for performativity were absorbed, resisted or ignored as a result of their presence� The findings suggest that the presence of PoPs reinforces academic identities in positive ways while also highlighting issues of resistance and compliance with performative cultures found amongst Business academics (Clark & Jarvis, 2012)�
References
− Archer, L� (2008)� Younger academics’ constructions of ‘authenticity’, ‘success’ and ‘professional identity’� Studies in Higher Education, 33(4), 385-403�
− Bartunek, J� & Rynes, S� (2014)� Academics and Practitioners Are Alike and Unlike: The Paradoxes of Academic–Practitioner Relationships� Journal of Management, 40, doi: 10�1177/0149206314529160�
− Clark, C� & Knights, D� & Jarvis, C� (2012)� A Labour of Love? Academics in Business Schools� Scandinavian Journal of Management, 28(1), 1-15�
− Clegg, S� (2008)� Academic identities under threat? British Educational Research Journal, 34(3), 329-45�
− Etzkowitz, H� & Dzisah, J� (2007)� Professors of Practice and the Entrepreneurial University� International Higher Education, 49, 10-121�
− Markidis, C� (2014)� In Search of Page
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Ambidextrous Professors� Academy of Management Journal, 50(4), 762-768�
− Panda, A� (2014)� Bringing Academic and Corporate Worlds Closer Together� Management and Labour Studies, 39(2), 140-159�
Contact: r�hallett@latrobe�edu�au
‘Terre Chérie - Ed U. K. Shone’: Rappin’ on what mattersSheridan Linnell & Peter BanselSchool of Social Sciences and Psychology , Western Sydney University, Australia Performance: 60mins
Aging white ‘wannabe’ (Sparkes, 2007) rappers ‘Terre Chérie’ (Francophile and erstwhile earthy darling of the Harbord Digger’s Club) and ‘Ed U� K� Shone’ (an ex-pat Brit remembered or not for his explosive rise to fame last century when he won third place on Channel 10’s Research Gateway to the Stars) come together for this conference to perform old favourites such as The Innovation Sensation and new numbers including Taking Pleasures in the Measures� The conference is already known for its appreciation and appropriation of musical performances and genres (Grant, Burford, Bosanquet & Loads, 2014), albeit higher in tone than the efforts of the duo known as ‘Terre Chérie - Ed U� K� Shone’� Peter Bansel and Sheridan Linnell (aka Ed and Chérie, although not necessarily ‘respectively’) take up the themes of rationality, governance, subjectivity, performativity and pleasure in academia through the trope of performance� Being interested in a nuanced understanding and positioning of academic life in neoliberal institutions (Charteris et al�, 2016), Linnell and Bansel can be as shocked as anyone else to hear what tumbles out of their alter ego’s mouths when the profane energy of rap culture is the driver� Their performance - not a celebration but an appropriation of rap - will take place before a panel of judges composed of audience members, who will rank the duo’s performance according to an evidence-based performance scale� After all, to count one must be counted� Yet when the ‘sheer force of institutional practice’ (Carrette 2007:39) reduces what (and who) matters to what is measurable, the fragile achievement of the academic subject comes at the expense of other ways of knowing and being� In their less-than-grand finale, Ed and Chérie invite their audience to ‘face off’ with the apparent inevitability of becoming measured subjects by offering their own raps on how the daily, embodied performances of academic labour that escape measurement might come to count and to matter� (Audience participation – like many things in the contemporary academy – is voluntary but strongly encouraged�) This is performance ethnography as sharply affectionate satire – a ficto-critical endeavour in which sacred cows of the contemporary university are served up in (neo)liberal portions, in a fashion that is possibly rare, yet hopefully well done� Viewer warning: this performance may indecently over-expose the performativity of academic subjectivities in the measured university� Consolation prizes and happy endings available at the candy bar� Hurry whilst stocks last�
References
− Carrette, J� (2007)� Religion and Critical Psychology: Religious Experience in the Knowledge Economy� London: Routledge�
− Charteris, J�, Gannon, S�, Mayes, E�, Nye, A� & Stephenson, L� (2016)� The emotional knots of academicity: a collective biography of academic subjectivities and spaces� Higher Education Research & Development, 35(1), 31-44,
− Grant, B�, Burford, J�, Bosanquet, A�, & Loads, D� (2014)� Of zombies, monsters and song: The third academic identities conference� Teaching in Higher Education, 19(3), 315–321�
− Sparkes, A� (2007)� Embodiment, academics, and the audit culture: A story seeking consideration� Qualitative Research, 7(4), 521–550�
Contact: s�linnell@westernsydney�edu�au Twitter: @SheridanLinnell
Session 3B: 11.00-12.30pm
ROOM 100 HICKSONS
Measuring beyond the teaching for the teaching: A “southern” caseFiona Henderson1 & Tarquam Mckenna2 1Academic Support, Victoria University, Australia 2College of Education, Victoria University, Australia Paper: 30mins Graham and Phelps (2003:1) argued that lifelong learning for teaching professionals is concerned with “metacognitive and reflective learning strategies which aim to challenge and enhance constructs concerned with ‘being a teacher’”, particularly those they deem as narrow and technical� The declining status of the teaching profession in Australia is simultaneously a result of, and a response to, the measured university�
In Vietnam, it has been assumed that students engaging in a Master TESOL offered by an Australian University were seeking to advance their careers as TESOL academics� However, the professional trajectories of graduates from the program differ from this expectation� This paper examines the role of lifelong learning for TESOL professionals by examining the measurable outcomes in terms of the different career trajectories of MTESOL graduates in northern and southern contexts� In doing so this paper will seek to address the question: What does an M TESOL qualification mean in terms of career identity? Would Graham and Phelps’ solution, for Australia, that mentoring as a metacognitive and reflective learning strategy be used both to retain new teachers and as an opportunity to acknowledge and retain experienced teachers, work in Vietnam?
Australian, UK and Canadian universities amongst others
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refer to outcomes in terms of graduate capabilities developed through the university experience (Barrie, 2009)� While the graduate capabilities of MTESOL courses are aligned with the capabilities of professional academics, an outcome for MTESOL graduates in Vietnam is to leave the academy and use their TESOL capabilities to find relatively highly paid jobs in the rapidly developing local economy� This paper explores this divergence in career trajectories between northern and southern contexts and seeks to determine if it is possible to see this outcome as a different professional identity� Is the esteem that the teaching professional once enjoyed in Vietnam being lowered as is the case in northern contexts?
The Australian institution’s M TESOL is undertaken by Vietnamese teachers in Vietnam, and is taught primarily by non-Vietnamese lecturers� Graduates of this MTESOL program were questioned to explore their perceptions of the potential professional outcomes of their course� Their responses highlight the uniqueness of their teaching situations, rigid institutional structures and a tension between career, lifestyle and family expectations� In terms of their identity the Masters program has, for all of the participants, stretched horizons and developed personal confidence� One painful paradox for the Vietnamese Ministry of Education is that supporting teachers to complete the MTESOL has resulted in a number of the graduates leaving the profession for better paid positions as the Vietnamese economy transitions to a more northern, consumer orientated one�
References
− Barrie S�C� (2009)� Today’s learners; Tomorrow’s graduates; Yesterday’s universities� Keynote address at Improving Student Learning for the 21st Century Learner, London, 7th September�
− Graham, A & Phelps, R� (2003)� Being a teacher: developing teacher identity and enhancing practice through metacognitive and reflective learning processes� Australian Journal of Teacher Education, 27(2), 11-24�
Contact: fiona�henderson@vu�edu�au
Identity and measurement: changing ourselves through assessmentBridget Hanna Department of Learning and Teaching Enhancement/Psychology, Edinburgh Napier University, Scotland Paper: 30mins
Measurement through assessment is a central experience of university life� Assessment is often treated as an objective and neutral process with no impact beyond its measurement function� As our identities are entangled with the practice of measuring others and through the measurement of our work, understanding how assessment impacts on professional practice and identity is clearly important to the measured university� Understanding how assessment works may well point to a clearer understanding of what sorts of assessments we should use and why� This paper asks if assessment affects professional identity� It does this through exploring the impact of changing
assessment on the professional practice and identity constructions of 21 UK regulated practitioner psychologists� It explores how psychologists are (re)framing their professional identities in a changing measurement context�
The results suggest that changing the mode or content of professional assessments can deeply impact professional identity� Additionally assessments can have unintended outcomes� There are real and unintended effects of measurement which may act to undermine the measurement project� These effects are not homogenous but used actively as discursive resources that individuals draw on for identity constructions� The changes are evidenced both in the practice and identity constructions of individual professionals and may even act to change the very nature of professions themselves� Foucauldian approaches (McHoul & Grace, 1993) are particularly helpful in understanding professional practices which are played out in organisational contexts such as those that subsequently employ those that achieve professional recognition (Ferlie, et al�, 2011) which are pivotal in the formation of professional identity� The theory of governmentality is used to explain the subjectivity constructions of professionals following changes in assessments� Methodologically both critical discourse analysis and an analysis of statements (Graham, 2005) are used to analyse how professionals account for their changing practice and identity constructions under new forms of measurement� The use of both methodologies supports the findings through triangulation in an overall Foucualdian theory-as-method approach�
This paper argues measurement is not neutral but acts to socially signify what is important about practice� This has implications across the university as we change our teaching and assessment practices to support students in attaining professional recognition� There are also implications for us in constructing identity within the university as our practices change� In designing measurement processes this paper argues we need to think through what type of professional we are seeking to create and what unintended effects may be potentiated� It is argued that assessment as a form of governmentality is not totalising though and there are spaces for an active and approach to identity construction�
References
− Ferlie, E�, McGivern, G�, & Fitzgerald, L� (2011)� A new mode of organizing in health care? Governmentality and managed networks in cancer services in England� Social Science and Medicine, 74(3), 340-7�
− McHoul, A� & Grace, W� (1993)� A Foucault primer� London: University College Press�
− Graham, L� J� (2005)� Discourse analysis and the critical use of Foucault� Australia: Australian Association for Research in Education�
Contact: b�hanna@napier�ac�uk
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Session 3B: 11.00-12.30pm ROOM 102 DAVID HARLAND
Measures of PleasureHelen Sword & Marion Blumenstein Centre for Learning and Research in Higher Education, The University of Auckland, New Zealand
Roundtable: 60mins Can we measure academic pleasure? Should we? This serious-yet-playful session will report on findings from a four-year study in which more than 1,200 academics in 15 countries were asked to describe the main emotions that they associate with their academic writing� Rather than seeking to ‘measure pleasure’ in any one definitive way, our research team employed a variety of methodologies and perspectives in our coding and analysis of the data� It’s tempting to say that we sought to illustrate the adage, ‘There are many different ways to skin a cat’ – but what an unappealing metaphor! Instead, let’s say that we were guided by the structure and ethos of Wallace Stevens’ poem ‘Thirteen Ways of Looking at a Blackbird’, which employs multiple perspectives to shift readers toward a deeper, more complex understanding of what they are ‘really’ seeing� Some of our methodological approaches were unashamedly quantitative: for example, having coded the data to establish the relative percentages of respondents expressing purely positive, purely negative or mixed emotions about their writing, we ran a regression analysis showing how those ratios varied across demographic groups� Some were qualitative, drawing on established research paradigms such as content analysis, cluster analysis and grounded theory� And some were inspired by critical and creative paradigms from beyond the social sciences, such as narratology, material textuality, graphic design (in particular, the work of McCandless [2000]) and the poetics of metaphor� In the spirit of anti-‘methodolatrists’ such as Feyerabend (1993), Law (2004) and Thrift (2008), our goal was not to produce a single, definitive set of ‘proven’ findings but to experiment with a multiplicity of approaches and see where they might lead us� The nation of Bhutan famously measures not just the Gross Domestic Product of its citizenry but their Gross National Happiness as well� What if the nation of Academia, likewise, were to value emotions such as satisfaction, passion and well-being alongside conventional performance metrics such as research outputs and citation rankings? Our session will interrogate the very notion of measuring pleasure even while indulging in the pleasures of measurement� We hope that participants will leave with a renewed confidence that the Measured University need not be a place devoid of playfulness and pleasure�
References
− Feyerabend, P� (1993)� Against method: Outline of an anarchist theory of knowledge (3rd ed�)� New York, NY: Verso�
− Law, J� (2004)� After method: Mess in social science research� London: Routledge�
− McCandless, D� (2000)� Information is
beautiful� New York: Collins�
− Stephens, W� (1954)� Thirteen Ways of Looking at a Blackbird� In The Collected Poems of Wallace Stevens� New York: Knopf�
− Thrift, N� (2008)� Non-representational theory: Space, politics, affect� London: Routledge�
Contact: h�sword@auckland�ac�nz
Session 3B: 11.00-12.30pm ROOM 105 IAN CALLINAN
University teaching practices in local academic workgroups: measuring individuals or tracing change?Tai Peseta1, Jan McLean2, Giedre Kligyte2, John Hannon3, Jan Smith4, James Garraway5 & Chris Winberg5 1Educational Innovation, The University of Sydney, Australia 2Learning and Teaching Unit, The University of New South Wales, Australia 3La Trobe Learning and Teaching, La Trobe University, Australia 4Centre for Academic Practice, University of Durham, UK5Fudani Centre for Higher Education Development, Cape Peninsula University of Technology, South Africa Symposium: 90mins In recent years, there has been purposeful shift in the research agenda on academics’ professional learning as university teachers� That shift has been away from explanations based on individual, cognitive and behavioural traditions, to those that are rooted in socio-cultural (Trowler, 2008), socio-material and practice-based (Fenwick, 2010; Reich & Hager, 2014), and social realist understandings of change (Archer, 2007)� This is a cluster theories that sees the experiences of academic life and identity – in this case, university teaching – as implicated in the effects of particular structures, discourses, ideas, materials, technologies and politics� In part, the goal is to trace how these elements are assembled, and further, how they produce certain kinds of practices and subjectivities over others, at any one time, that are available and prone to measurement� This makes the measurement of university teaching far more nuanced, inviting questions about what a university should follow (and measure) when looking for the reasons for, and explanations about, changed teaching and curriculum practices�
We have drawn on this shift to frame a research collaboration titled: The flow of new knowledge practices: an inquiry into teaching, learning and curriculum dynamics in academic workgroups involving several universities across Australia, NZ, the UK, South Africa and Sweden� The goal of the research is to paint a portrait of teaching, learning and curriculum dynamics at the collective level of the academic workgroup - “the point of social interaction by small groups such as those in the classroom, in university departments, in the curriculum planning team, or a hundred other task-based teams in the higher education system” (Trowler, 2008:20)� We are particularly interested to investigate specific academic workgroups in
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which several staff have completed a Graduate Certificate (Grad Cert) in university teaching� Of interest to us, is what participating in a workgroup looks and feels like when there is collective knowledge and know-how for renewing and justifying the practices of university teaching that have been influenced by learning from within a Grad Cert program�
This symposium brings together project collaborators from Australia, South Africa, and the UK to share (and test) the veracity of their findings about teaching practices and identities in local workgroups� We present data from three different (national) workgroup contexts, each drawing on the range of similar analytic perspectives: the first, socio-materialism; second, social and critical realism; and third, the heuristic device of micro-cultures (Roxa & Martennsen, 2015) and teaching and learning regimes (Trowler, 2008)� In an effort to broaden the horizon of possibilities involved in the measurement of university teaching and academics as teachers, our ambition is to demonstrate the analytical potential of in-depth analyses about how change related to university teaching happens at the local and collective level�
Materialising change in university teaching: Tracing agency in professional developmentJohn Hannon In this paper, I explore how materials have a dynamic and generative role in university teaching and change and its agency� Materials are not considered as physical objects, but as “things that matter” through the relations they enact� From this socio-material perspective, professional development is viewed as a nexus for scholarly knowledge and teaching practices that is materialised in an array of things, including curriculum, learning technologies, teaching spaces, policies, and also in pedagogies, theories and identities� In a study of academic workgroups, I focus on the social and material arrangements that draw together disparate parts of the university to enact professional development, and enquire into how these arrangements mobilise or impede change in teaching practices� I explore how agency in teaching and learning change is accomplished through social and material assemblages, and make the case that some understanding of these assemblages opens up possibilities for practice-oriented professional development� From old to new ways of teaching: a social realist account from South AfricaJames Garraway, Chris Winberg, Tai Peseta & Jan Smith In this paper, we explore how change (or not) in teaching practices after staff members have completed a GCert can be understood through analysing the interplay of structure, culture and agency in academic workgroups� We draw in particular on interview data from an academic workgroup characterised by a relatively new profession, in a South African university to illustrate how structure, culture and agency unfold for them� Structure refers to the systems in which the workgroup is situated, and to the formal roles and social relations that people play within it� Structural systems are seen as antecedent to the relations and may condition them� Culture refers to the field of ideas, ideologies and values on the one hand, and the way that social groupings typically interact on the other, with ideas predating social interactions� In analysis the researcher
sets out to see if there is complementariness or difference between ‘ideas’ which may in turn enable system change or morphogenesis (Archer, 1995)� Reflexive deliberation is the pivotal point between the objective reality of actor’s worlds (structure and culture) and their agency (Archer, 2007)� Individual agents may have strong influence through positioning in the hierarchy or through access to resources� Where actors act collectively they may exert ‘corporate agency’� Corporate agents know what needs to be done to effect change, and to have the right resources to bring to bear on the problem (Archer, 1995); they may thus constitute a powerful force for change�
Accomplishing a teaching identity in an academic workgroup: a portrait of practices in tension Giedre Kligyte & Jan McLeanWe draw on Roxå & Mårtensson’s (2015) theorization of microcultures to examine the ways scholarly and institutional knowledge and know-how acquired through a Graduate Certificate program circulates within and influences workgroups, producing and legitimizing new identities and practices� We explore how a particular workgroup situated in social sciences discipline draws on the new knowledges and skills to orient itself in the changing context of a large university, and how individuals within this workgroup establish accomplished teaching identities that both challenge and support the ‘enterprise’ of a measured university�
References
− Archer, M� (1995)� Realist social theory: the morphogenetic approach� Cambridge & New York: Cambridge University Press�
− Archer, M� (2007)� Making our way through the world: human reflexivity and social mobility� Cambridge: Cambridge Univesity Press�
− Fenwick, T� (2010)� Re-thinking the ‘thing’: sociomaterial approaches to understanding and researching learning in work� Journal of Workplace Learning, 22(1/2), 104-116�
− Trowler, P� (2008)� Cultures and change in higher education: Theories and practices� UK: Palgrave McMillan�
− Reich, A�, & Hager, P� (2014)� Problematising practice, learning and change: practice-theory perspectives on professional learning� Journal of Workplace Learning, 26(6/7), 418-431�
− Roxå, T� & Mårtensson, K� (2015)� Microcultures and informal learning: a heuristic guiding analysis of conditions for informal learning in local higher education workplaces� International Journal for Academic Development, 20(2), 193-205�
Contact: tai�peseta@sydney�edu�au Twitter: @tpeseta @John_H99
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AL-MAHMOOD, Reem La Trobe University Australia r�almahmood@latrobe�edu�auASGHAR, Mandy York St John University England m�asghar@yorksj�ac�ukBAKER, Maegan The University of Sydney Australia maegan�baker@sydney�edu�auBANSEL, Peter Western Sydney University Australia p�bansel@uws�edu�auBARCAN, Ruth The University of Sydney Australia ruth�barcan@sydney�edu�auBARRADELL, Sarah La Trobe University Australia s�barradell@latrobe�edu�auBARRIE, Simon Western Sydney University Australia S�Barrie@westernsydney�edu�auBARROW, Mark University of Auckland New Zealand M�Barrow@auckland�ac�nzBARTIMOTE-AUFFLICK Kathryn
University of Sydney Australia kathryn�aufflick@sydney�edu�au
BELL, Amani University of Sydney Australia amani�bell@sydney�edu�auBIESTA, Gert Brunel University England Gert�Biesta@brunel�ac�ukBILBROUGH, Paola Victoria University Australia paola�bilbrough@vu�edu�auBILLOT, Jennie Auckland University of Technology New Zealand jbillot@aut�ac�nzBLUMENSTEIN, Marion University of Auckland New Zealand m�blumenstein@auckland�ac�nzBOSANQUET, Agnes Macquarie University Australia agnes�bosanquet@mq�edu�auBOWLES, Kate University of Wollongong Australia kbowles@uow�edu�au BURFORD, James Thammasat University Thailand jburford@tu�ac�thBUTSON, Russell University Otago New Zealand russell�butson@otago�ac�nzCARR, Amanda Victoria University Australia Amanda�carr@vu�edu�auCHAHAL, Dana Victoria University Australia dana�chahal@vu�edu�auCHIMBGANDA, Tapo York University Canada GlorieTaponeswa_Chimbganda@edu�
yorku�caCUSICK, Anne University of Sydney Australia anne�cusick@sydney�edu�auDEBACCO, Kim University of California Santa Barbara United States
of Americakim�debacco@extension�ucsb�edu
DEED, Craig La Trobe University Australia c�deed@latrobe�edu�auDEVONSHIRE, Liz University of Sydney Australia liz�devonshire@sydney�edu�auDEVOS, Anita Monash University Australia anita�devos@unimelb�edu�auDROZDZEWSKI, Danielle University of New South Wales Australia danielled@unsw�edu�auDUGAR, Nicola University of Sydney Australia ndug2213@uni�sydney�edu�auFORTUNE, Tracy La Trobe University Australia t�fortune@latrobe�edu�auFRAWLEY, Jessica University of Sydney Australia jessica�frawley@sydney�edu�auFRIELICK, Stanley Auckland University of Technology New Zealand stanley�frielick@aut�ac�nzFYFFE, Jeanette La Trobe University Australia j�fyffe@latrobe�edu�auGANNON, Susanne Western Sydney University Australia s�gannon@westernsydney�edu�auGRANT, Barbara University of Auckland New Zealand bm�grant@auckland�ac�nzGREALY, Liam University of Sydney Australia liam�grealy@sydney�edu�auGUERIN, Cally University of Adelaide Australia cally�guerin@adelaide�edu�auHALL, Julie University of Roehampton England julie�hall@roehampton�ac�ukHALLETT, Rhonda La Trobe University Australia R�hallett@latrobe�edu�auHANNA, Bridget Edinburgh Napier University Scotland b�hanna@napier�ac�ukHANNON, John La Trobe University Australia j�hannon@latrobe�edu�auHARPER, Rowena University of Canberra Australia rowena�harper@unisa�edu�au
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HARRÉ, Niki University of Auckland New Zealand n�harre@auckland�ac�nzHEALY, Josie Queensland University of Technology Australia jf�healy@qut�edu�auHENDERSON, Fiona Victoria University Australia fiona�henderson@vu�edu�auHENDERSON, Linda Monash University Australia linda�henderson@monash�eduHONAN, Eileen University of Queensland Australia e�honan@uq�edu�auHOWELLS, Kerry University of Tasmania Australia Kerry�Howells@utas�edu�auKAKTINS, Louise Macquarie University Australia louise�kaktins@mq�edu�auKEAMY, Kim Victoria University Australia kim�keamy@vu�edu�auKELLY, Frances University of Auckland New Zealand f�kelly@auckland�ac�nzKENSINGTON-MILLER, Barbara
University of Auckland New Zealand b�kensington-miller@auckland�ac�nz
KLIGYTE, Giedre University of New South Wales Australia g�kligyte@unsw�edu�auKNOWLES, Sally Edith Cowan University Australia S�Knowles@ecu�edu�auLAMARO HAINTZ, Greer Deakin University Australia greer�lamaro@deakin�edu�auLEWIS, Melinda University of Sydney Australia melinda�lewis@sydney�edu�auLINNELL, Sheridan Western Sydney University Australia s�linnell@westernsydney�edu�auLOCH, Sarah University of Technology Sydney Australia sarah�loch@uts�edu�auLOCKE, Kirsten University of Auckland New Zealand k�locke@auckland�ac�nzLUZIA, Karina Macquarie University Australia karina�luzia@mq�edu�auMACNEILL, Kate University of Melbourne Australia cmmacn@unimelb�edu�auMALFROY, Janne Australian Catholic University Australia janne�malfroy@acu�edu�auMANATHUNGA, Catherine Victoria University Australia catherine�manathunga@vu�edu�auMANTAI, Lilia Macquarie University Australia lilia�mantai@mq�edu�auMARJANOVIC, Olivera University of Sydney Australia olivera�marjanovic@sydney�edu�auMARTIN, Sue La Trobe University Australia S�Martin@latrobe�edu�auMCLEAN, Jan University of New South Wales Australia jan�mclean@unsw�edu�auMITCHELL, Catherine Auckland University of Technology New Zealand catmitchel@gmail�comNEAME, Charles Manchester Metropolitan University England c�neame@mmu�ac�ukORAVEC, Jo Ann University of Wisconsin at
WhitewaterUnited States of America
oravecj@uww�edu
PERRIN, Stuart Xi’an Jiatong Liverpool University China stuart�perrin@xjtlu�edu�cnPESETA, Tai University of Sydney Australia tai�peseta@sydney�edu�auROBERTSON, Margaret La Trobe University Australia mj3robertson@students�latrobe�edu�auROLF, Harry University of Tasmania Australia harry�rolf@utas�edu�auROWLANDS, Julie Deakin University Australia julie�rowlands@deakin�edu�auRYTMEISTER, Cathy Macquarie University Australia cathy�rytmeister@mq�edu�auSALISBURY, Fiona La Trobe University Australia f�salisbury@latrobe�edu�auSAMU, Tanya University of Auckland New Zealand t�samu@auckland�ac�nzSATO, Machi Hiroshima University Japan machi@hiroshima-u�ac�jpSELKRIG, Mark Victoria University Australia mark�selkrig@vu�edu�auSINGH, Michael Western Sydney University Australia m�j�singh@westernsydney�edu�au SMIDT, Andy University of Sydney Australia andy�smidt@sydney�edu�auSMITH, Jan Durham University England jan�smith@durham�ac�ukSMITH-MERRY, Jennifer University of Sydney Australia jennifer�smith-merry@sydney�edu�auSTANLEY, Phiona University of New South Wales Australia phiona�stanley@unsw�edu�auSTURM, Sean University of Auckland New Zealand s�sturm@auckland�ac�nzSUTTON, Paul University of St Mark & St John England psutton@marjon�ac�ukSWIATEK, Lukasz University of Sydney Australia lukasz�swiatek@sydney�edu�auSWORD, Helen University of Auckland Australia h�sword@auckland�ac�nzTAN, Jack University of Melbourne Australia jacktan@whitley�unimelb�edu�auTATEISHI, Shinji National Institute for Educational
Policy Japan stateishi@nier�go�jp
TROY, Jakelin University of Sydney Australia jakelin�troy@sydney�edu�auTUINAMUANA, Katarina Australian Catholic University Australia katarina�tuinamuana@acu�edu�auWESTCOTT, Harriet University of Sydney Australia harrietwestcott@gmail�com
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WHEELER, Penny Australian Catholic University Australia penny�wheeler@acu�edu�auWILKINSON, Jennifer University of Sydney Australia jennifer�wilkinson@sydney�edu�auWISKER, Gina University of Brighton England g�wisker@brighton�ac�ukWRIGHT, David Western Sydney University Australia david�wright@westernsydney�edu�auZAKERI, Elham University of New South Wales Australia z5041298@student�unsw�edu�au
Notes
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Produced by Education Portfolio, the University of Sydney, 1406 2016. The University reserves the right to make alterations to any information contained within this publication without notice.
Additional contact details sydney�edu�au/education-portfolio/ei/aic2016+61 2 8627 5252