Using self-determination theory as a lens to create sustainable futures for teaching and education focused academics in higher education in Australia

Abstract

Australian higher education has faced both global economic and environmental challenges, including most recently the COVID-19 pandemic. To deliver in this resource constrained environment, academic workforce and academic roles are being reshaped. Teaching and education focused academic roles are rapidly increasing but come with opportunities and challenges. Opportunities include relief from research to concentrate on teaching which they do well and enjoy. Challenges include the dangers of unrelenting repetitive teaching workloads, lower status, uncertainty about promotion and parity of esteem. This study used Self Determination Theory to analyse the responses of nine teaching focussed academics and found the reality of the role was restricted autonomy, difficulties in evidencing individual competency and confusion about expertise. Teaching focussed academics expressed the importance of building communities distinctive from their disciplinary training. Higher education policy solutions are needed to build cultures where teaching focussed academics can overcome challenges and create sustainable career futures.