Working without a script? rethinking how academics can work collaboratively in changing contexts

Brown, Roni, Heatly, Richard, Last, John, Powley, Fiona, Thomas, Barbara E., Walter, Jo and Wareing, Shân (2008) Working without a script? rethinking how academics can work collaboratively in changing contexts. In: Drew, Linda, (ed.) The student experience in art and design higher education: drivers for change - GLAD - Group for Learning in Art and Design. Jill Rogers Associates. ISBN 0954711173

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Abstract

This chapter argues that the scope of the academic role in art, design and media has shifted in recent years from predominantly teaching, practice and research to one that places significantly greater emphasis on administration and other tasks, as a consequence of the wide range of policy, legislative and audit pressures to which institutions have had to respond. This has resulted in an experience of role fragmentation for academics, and is particularly accentuated in the context of art, design and media higher education, where logistical and identity tensions already exist between the roles of practitioner and academic. The impact of such increased pressures on the academic role is apparent through the stress levels documented for employees in the sector. It is proposed that it is necessary to re-establish congruence between institutional mission and individual identity through a re-framing of the employment context of higher education by individuals and institutions. Potential models for such new working practices include 'co-creation'.

Item Type: Book Section
Additional Information: This is an electronic version of the chapter, published in 'The student experience in art and design higher education: drivers for change - GLAD - Group for Learning in Art and Design' edited by Linda Drew, published for GLAD by Jill Rogers Associates Ltd.
Divisions: School of Education and Psychology > Education
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:36
Last Modified: 18 Feb 2014 09:38
URI: http://ubir.bolton.ac.uk/id/eprint/169

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