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The Rise of Teaching Focused Academics in Universities

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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.

Affiliations: 1: Latrobe University Melbourne Australia ; 2: Macquarie University Sydney Australia


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1. Australian Government "“Higher Education Standards Framework (Threshold Standards) 2011.”" 9 11
2. Bain Ken What the Best College Teachers Do 2004 Cambridge, Mass. Harvard University Press
3. Belinda Probert "“Teaching focused academic appointments in Australian universities: recognition, specialization, or stratification?”" The Office for Learning and Teaching 2012 December
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5. Boyer Ernest Scholarship Reconsidered: Priorities of the Professoriate 1990 Princeton, NJ Carnegie Foundation for the Advancement of Teaching
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10. Hutchings Pat , Huber Mary Taylor , Ciccone Anthony The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact 2011 Jossey-Bass
11. Norton Andrew Taking university teaching seriously 2013 Grattan Institute
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13. Ramsden Paul "“No thinkable alternative.”" Times Higher Education 2010 August 5
14. Richlin L. "“Scholarly Teaching and the Scholarship of Teaching.”" New Directions for Teaching and Learning 2001 2001 no. 86 57 68
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17. Whitchurch Celia "“Shifting identities and blurring boundaries: the emergence of ‘third space’ professionals in ukhigher education.”" Higher Education Quarterly 2008 Vol 62 4 377 396

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