ERIC Number: EJ1030937
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 46
Finding Time for Quality Teaching: An Ethnographic Study of Academic Workloads in the Social Sciences and Their Impact on Teaching Practices
Hemer, Susan R.
Higher Education Research and Development, v33 n3 p483-495 2014
University workloads, their impact on staff and how they can be managed, are the subject of considerable research and discussion. This paper addresses strategies to deal with the impact of workloads on teaching practices in higher education. In particular, it aims to discover the implicit theories and tacit assumptions that underlie perceptions of what constitutes quality teaching in the social sciences. Using an ethnographic approach, the research revealed that the strategies used by staff are linked to how they identify themselves: as researchers or "good" teachers, and highlights a mismatch between the value academics place on quality teaching and what is rewarded by universities. The paper illustrates that strategies rely on assumptions about the nature of time, and the links between time and quality. Academics have little opportunity for critical reflection on teaching practices in order to be responsive to the changing contexts of higher education.
Descriptors: Instructional Effectiveness, Educational Quality, Faculty Workload, Time Management, Ethnography, Social Sciences, Educational Practices, Educational Strategies, College Faculty, Higher Education, Qualitative Research, Educational Research, Teacher Attitudes, Instructional Leadership, Assignments, Influence of Technology, Delivery Systems, Scheduling
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A