Academic architectures: Academics’ perceptions of teaching conditions in an Australian university

Hardy, Ian (2010) Academic architectures: Academics’ perceptions of teaching conditions in an Australian university. Studies in Higher Education, 35 4: 391-404. doi:10.1080/03075070903082334

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Author Hardy, Ian
Title Academic architectures: Academics’ perceptions of teaching conditions in an Australian university
Journal name Studies in Higher Education   Check publisher's open access policy
ISSN 0307-5079
Publication date 2010-06
Sub-type Article (original research)
DOI 10.1080/03075070903082334
Open Access Status File (Author Post-print)
Volume 35
Issue 4
Start page 391
End page 404
Total pages 14
Place of publication Oxon, United Kingdom
Publisher Routledge
Collection year 2011
Language eng
Subject C1
Abstract This article reports a case study of academics’ perceptions of how the conditions under which they worked, at one campus of a multi-site regional Australian university, influenced their teaching practices. The data comprise transcripts of periodic meetings of a group of seven education academics, as they reflected upon the nature of their teaching practices during the first half of 2008. To understand how the conditions under which they worked were perceived to influence their teaching practices, the study applies the concept of ‘practice architectures’ to participants’ perceptions. The concept of practice architectures frames the social world as comprising interacting socio-political, material-economic and culturaldiscursive dimensions, which collectively influence and are influenced by those who constitute any social setting. The study indicates that political, material and cultural pressures for increased use of new teaching technologies were seen as partially responsible for stimulating productive teaching practices. However, political, cultural and material pressures supportive of increased accountability and economic productivity, and of increased student demands and diversity without adequate resourcing, were believed to inhibit more productive teaching practices. © 2010 Society for Research into Higher Education.
Keyword Tertiary teaching
Academic conditions
Practice architectures
Q-Index Code CX
Q-Index Status Confirmed Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
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Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
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Created: Tue, 27 Jul 2010, 15:13:04 EST by Sarah Borsellino on behalf of School of Education