Timescapes of Teaching in Higher Education

Penny Jane Burke is Global Innovation Chair of Equity and Director of the Centre of Excellence for Equity in Higher Education (CEEHE) at the University of Newcastle, Australia. Professor Burke is UNESCO Chair in Equity, Social Justice and Higher Education. Her personal experience of returning to study via an Access to Higher Education program has fuelled her deep commitment to generating social justice research with impact, firmly located in social justice principles. Penny is co-editor of the Bloomsbury book series on gender and education, was executive editor of Teaching in Higher Education (2010 – 2020), received the Higher Education Academy’s National Teaching Award (2008) and was Expert Member of the Australian government’s Equity in Higher Education Panel (2020-2021) and Equity Research & Innovation Panel (2018-2020). She also holds honorary positions at the University of Bath, Uk, as Global Chair of Social Innovation, and the University of Exeter, as Honorary Professor.Catherine Manathunga is Professor of Education Research and Deputy Head of School (Research) in the School of Education and Tertiary Access at The University of the Sunshine Coast (USC), Australia. She is the Co-Director of the Indigenous and Transcultural Research Centre. She is a historian who draws together expertise in historical, sociological and cultural studies research to bring an innovative perspective to higher education research. Catherine has current research projects on doctoral education; academic identities and the history of universities in Ireland, Australia and Aotearoa/New Zealand.

• Introduction—The timescapes of Higher Education 1. The projectification of the university: consequences and alternatives 2. Challenging chronocentrism: new approaches to futures thinking in the policy and praxis of widening participation in higher education 3. Making futures: equity and social justice in higher education timescapes 4. The war between ‘School Time’ and ‘Colored People’s Time’ 5. ‘Hurry up please, it's time!’ A psychogeography of a decommissioned university campus 6. Deferred time in the neoliberal university: experiences of doctoral candidates and early career academics 7. Graduate employability and the career thinking of university STEMM students 8. Student perspectives on co-creating timescapes in interdisciplinary projects