Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/97067
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Type: Journal article
Title: Finding time for quality teaching: an ethnographic study of academic workloads in the social sciences and their impact on teaching practices
Author: Hemer, S.
Citation: Higher Education Research and Development, 2014; 33(3):483-495
Publisher: Taylor & Francis
Issue Date: 2014
ISSN: 0729-4360
1469-8366
Statement of
Responsibility: 
Susan R. Hemer
Abstract: 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.
Keywords: ethnographic research; higher education; teaching and learning; teaching quality; time; workloads
Rights: © 2013 HERDSA
RMID: 0030010942
DOI: 10.1080/07294360.2013.841647
Appears in Collections:Anthropology & Development Studies publications

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