The Rise of Teaching Focused Academics in Universities

In: International Journal of Chinese Education
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  • 1 Latrobe University, Melbourne, Australia
  • 2 Macquarie University, Sydney, Australia

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This paper describes developments in the rise and implementation of teaching focused positions in universities. We note that such development is not without challenge given the research priority of many universities, and we note that teaching focused academics need to be across developments in the disciplinary knowledge of their field and able to integrate these into their teaching practice. We argue that teaching scholars must be different but equal to those engaged in research and/or research and teaching, we note the Importance of Ernest Boyer and we highlight the role of scholarship in teaching focussed positions. We provide examples of universities that have implemented teaching focused positions and identify implications for Chinese universities.

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  • 5

    Ibid., 16.

  • 8

    The Australia Government, The Bradley Review of Higher Education, 124-6.

  • 12

    Ibid., 2-3.

  • 13

    Ibid., 55.

  • 14

    Ibid., 13.

  • 15

    Ibid., 27.

  • 17

    Ibid., 27.

  • 18

    Ibid., 28.

  • 19

    Ibid., 23.

  • 20

    Paul Ramsden, “No thinkable alternative,” Times Higher Education, August 5, 2010. 22 Ken Bain, What the Best College Teachers Do (Cambridge, Mass.: Harvard University Press, 2004).

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  • 21

    Boyer, Scholarship Reconsidered, 18.

  • 22

    Ibid., 36.

  • 23

    Ibid., 25.

  • 24

    L. Richlin, “Scholarly Teaching and the Scholarship of Teaching,” New Directions for Teaching and Learning 2001, no. 86 (2001): 57-68.

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  • 28

    See Belinda Probert, Teaching-Focused Academic Appointments in Australian Universities (Sydney, New South Wales: Office for Learning and Teaching, 2013) for a longer review of promotion policies.

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  • 30

    Ibid., 12.

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