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Entering the academy: Perceptions of scarcity and abundance


Allen, J, Entering the academy: Perceptions of scarcity and abundance, Case studies in Education: Leadership in Innovation, Primrose Hall Publishing Group, R Smith and D Lynch (ed), Australia, pp. 67-76. ISBN 978-1-300083-4-98 (2012) [Research Book Chapter]

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Copyright 2012 Primrose Hall Publishing Group

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While my professional life has in a sense been defined by an ongoing engagement with higher education, I remain a relative newcomer to the sector as an employee. Until 2005, my association with tertiary education had been predominantly as a student involved in undergraduate and postgraduate degrees over roughly 25 years. My transition into work in higher education followed a lengthy career as a secondary teacher and administrator in secondary schools overseas and in several Australian states. In navigating my way through, and playing a role in the management and leadership of these numerous workplaces, I experienced and contributed to the organisational mindsets of abundance and scarcity by which they were strongly influenced. I also developed a "from afar" perception of organisational mindsets in higher education as engendering among people more flexibility, adaptability, innovation, futures-oriented thinking and the like than what I had previously encountered in the secondary education sector. In short, I had envisaged mindsets of greater abundance. In the sections that follow, I discuss how my lived experiences in my flrst higher education appointment mediated this perception in different ways.

Item Details

Item Type:Research Book Chapter
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Allen, J (Dr Jeanne Allen)
ID Code:80648
Year Published:2012
Deposited By:Education
Deposited On:2012-11-07
Last Modified:2016-10-25
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