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Changing Nature of the Academic Profession: preliminary findings from a national survey

This study presents preliminary findings from a national survey on the changing nature of academic work, including the drivers of change and the consequences for academic careers. The study examines these changes across countries, disciplines, and types of higher education institutions. The survey was conducted online and received responses from 1,252 academic staff members, representing a response rate of 24.2%. The study also compares outcomes with the 1990s Carnegie Survey.

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Changing Nature of the Academic Profession: preliminary findings from a national survey

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  1. Changing Nature of the Academic Profession: preliminary findings from a national survey Leo Goedegebuure Jeannet van der Lee CHEMP Seminar Series: 19 June 2008

  2. Background • International comparative project • Follows from 1990s Carnegie Survey • 21 countries preliminary data available under construction

  3. Central Questions • To what extent is the nature of academic work changing? • What are the external and internal drivers of these changes? • How does this differ between countries, disciplines, and types of higher education institutions? • What are the consequences for the attractiveness of an academic career?

  4. Method • Target population: all academic staff in universities working in faculties rather than central administration, who do not have adjunct, casual or honorary appointments as their substantive position • 21 institutions volunteered to participate in response to invitation sent to all 37 Australian universities • Representative of state and institutional groupings • Participating institutions supplied population list from which sampling frame was constructed and the staff sample drawn (no central frame exists)

  5. Survey distribution & response • Online survey distributed to 5,496 individuals • Survey period: September to December 2007 • 1,252 responses after final validation • Final response rate of 24.2 per cent • The sample is representative of the total population hence outcomes can be generalised

  6. A few words on theCarnegie Study • Australia included in the 1990s study • As yet we do not have the original dataset available • Therefore, comparisons are made on reported outcomes in a number of publications • Note: the 2007 survey is not a replication of the Carnegie Study but some elements are identical

  7. Introducing Colin and Cheryl • Born 1960 • Married (82%) • 2 children • English = first language • Partner tertiary educated (54%), non-academic (78%) • Colin - 91% no major breaks • Cheryl - 44% 4 years interruption • 1st academic in family • 27% - father tertiary educated • 20% - mother tertiary educated

  8. Citizenship at birth >40% 10% 1-10% 0.5 -1% <1%

  9. Work • Colin 14 yrs, 3 institutions, full-time • Cheryl 11 yrs • Both employed full-time (85%) • Females more part-time • Males occupy higher ranks

  10. CARNEGIE Gender disparities evident by rank, particularly at senior levels Academic Rankby Gender

  11. Job Satisfaction • Rather satisfied (very high to high 55%) • Compared to Carnegie: 1990s

  12. Job Satisfaction • If I had to do it again, I would not become an academic • This is a poor time for a young person to begin an academic career

  13. Job Satisfaction (2007) • 2/3 believe working conditions deteriorated • 3/4 have considered changing jobs, outside sector (38%), other institution (33%), 25% overseas, 15% management • 11% have undertaken concrete action

  14. Some interpretations • Pearson and Seiler (1983) Moses (1986) context factors such as work environment are most influential • Watty, Bellamy and Morley (2003) (2008) autonomy most important in determining satisfaction • 2007 survey suggests support for both propositions, but further analysis necessary

  15. CARNEGIE 46 hours per week Activity Average 50 hours per week

  16. Teaching • Mostly undergraduate (59%), master (27%), doctoral (22%) • Undergrad classes ~ 220 students • Classroom instruction, individualized instruction, course materials & curricula. • 1/4 distance education, 14% offshore • Practically orientated knowledge & skills • Teaching reinforced by research • Teach basic skills due to deficiencies • Quality focused

  17. Research • Individual (79%), Collaborative (88%) • Collaborators: Australian (70%), Overseas (61%) • Publications: 67% peer reviewed, 52% Aust co-authored (o/s 20%), 45% published overseas • Ethical compliance, results freely available • High expectation to increase productivity (conform Carnegie) • Funding should not be concentrated on most productive researchers • $$ = research councils (49%), institutional (44%)

  18. CARNEGIE Preference for teaching Teaching v Research • The majority of Australian academics express a preference for research over teaching, with only 7% indicating a preference for teaching. • 70% prefer both teaching and research, but lean towards research (40%) or have a strong preference for research (29%).

  19. Preferences for teaching v research

  20. Management • Most influence department  school  inst • Influence = international linkages, internal research priorities • Shared power managers & faculty committees • Budget - institutional (56%) faculty (21%) • Internal mgt: government & external diminished • Institutional management: top-down; administration cumbersome; strong performance orientation; little collegiality in decision making; communication with academics poor ~ managerialism • University should play an active role in community

  21. Where to next? • Further detailed comparison with 1990’s Carnegie survey • International comparisons and benchmarking • More detailed analysis reflecting current policy issues such as diversity, governance & management, and the international academic labour market

  22. Project website • http://www.une.edu.au/chemp/projects/cap/ • email chemp@une.edu.au to be kept up to date on further project outcomes

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