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Effects of the performance management context on Australian academics’ engagement with the scholarship of teaching and learning: a pilot study


Mathison, K, Effects of the performance management context on Australian academics' engagement with the scholarship of teaching and learning: a pilot study, Australian Educational Researcher, 42, (1) pp. 97-116. ISSN 0311-6999 (2015) [Refereed Article]

Copyright Statement

Copyright 2014 The Australian Association for Research in Education, Inc.

DOI: doi:10.1007/s13384-014-0154-z


In the context of increased demands for excellence in all areas, academic promotion and tenure is now directly linked to achievement of measurable outputs in all areas of performance. In a work environment characterised by high workloads, competing expectations and reduced resources, academics must increasingly demonstrate active engagement with the scholarship of teaching and learning (SoTL). For many, this may mean adopting new cultures, methodologies, theories, languages and modes of enquiry outside their home or cognate discipline. In the context of performance management, academics must reconceptualise and articulate notions of ‘good academic practice’, often in parallel with the practical requirement to continue to teach in the culture and practices of their cognate discipline. We need to better understand the implications, for institutions and individuals, of approaching SoTL through the lens of performance evaluation. This paper reports the key themes from a pilot study examining how academics at an Australian university are responding to the emergence of SoTL in the performance management context.

Item Details

Item Type:Refereed Article
Keywords:Scholarship of teaching and learning  Higher education  Performance management  Thematic analysis  Academic identity
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Policies and development
UTAS Author:Mathison, K (Dr Karin Mathison)
ID Code:94355
Year Published:2015 (online first 2014)
Web of Science® Times Cited:5
Deposited By:TSBE
Deposited On:2014-09-06
Last Modified:2015-04-24

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