Christopher Klopper – författare

Higher education institutions around the globe are facing complex issues that disrupt the usual roles and purposes of centres of learning and research. Forces such as globalisation, burgeoning knowledge-based economies, rapid adoption of new technology, and global competition are changing the work and lived experiences of academics across the globe.

This book addresses the unprecedented effects of these global pressures, including the COVID-19 pandemic, on university work and the resulting opportunity for innovative disruption. It presents the voices of 16 Australian university academics, framed by standpoint theory, which provide a unique perspective and insights into the rapid shifts impacting universities and how these affect academics’ work lives. The stories uncover cases of disappointment and frustration, bullying and morale loss, alongside positive change and the awareness of the need to change expectations. This work informs the development of the Academic Predicament Model (APM), which points to the erosion of academic professionalism and identifies how such change in university work consequently de-professionalises academia in Australia. The long-term effect is to challenge the place and function of higher education institutions.

The need for transformation, and potential for its outcomes, has never been greater, nor has the risk that the elements of the Academic Predicament Model will be amplified, causing the de-professionalising of academia to be further accelerated. This book will be of interest to researchers in higher education exploring neoliberalism and its impact on education and academics’ work.

Higher education institutions around the globe are facing complex issues that disrupt the usual roles and purposes of centres of learning and research. Forces such as globalisation, burgeoning knowledge-based economies, rapid adoption of new technology, and global competition are changing the work and lived experiences of academics across the globe.

This book addresses the unprecedented effects of these global pressures, including the COVID-19 pandemic, on university work and the resulting opportunity for innovative disruption. It presents the voices of 16 Australian university academics, framed by standpoint theory, which provide a unique perspective and insights into the rapid shifts impacting universities and how these affect academics’ work lives. The stories uncover cases of disappointment and frustration, bullying and morale loss, alongside positive change and the awareness of the need to change expectations. This work informs the development of the Academic Predicament Model (APM), which points to the erosion of academic professionalism and identifies how such change in university work consequently de-professionalises academia in Australia. The long-term effect is to challenge the place and function of higher education institutions.

The need for transformation, and potential for its outcomes, has never been greater, nor has the risk that the elements of the Academic Predicament Model will be amplified, causing the de-professionalising of academia to be further accelerated. This book will be of interest to researchers in higher education exploring neoliberalism and its impact on education and academics’ work.

Arts education provides students with opportunities to build knowledge and skills in self-expression, imagination, creative and collaborative problem solving and creation of shared meanings. Engagement in arts education has also been said to positively affect overall academic achievement and development of empathy towards others. This book provides key insights from stakeholders across the teaching and learning spectrum and offers examples of pedagogical practice to those interested in facilitating arts education.